فاعلية برنامج تدريبي قائم على معايير العلوم للجيل القادم (SSGN)‎ في تنمية الممارسات العلمية و الهندسية لمعلمات العلوم بالمرحلة المتوسطة

الملخص EN

The study aimed to identify the most important scientific and engineering practices based on (NGSS) standards for science teachers at the intermediate phase, and at revealing the statistically significant differences between the mean scores of the two applications, pre and post, in the scientific and engineering practices based on (NGSS) standards among science teachers.

to achieve these goals, the quasi-experimental approach was used, the tool is an observation sheet that had been applied on the sample of (20) female science teachers in the second intermediate grade, during the first semester of the year (1443-1442 AH).

among the most prominent results were the following : the most important scientific and engineering practices of middle school science teachers (asking questions and defining the problem), consecutively followed by (building interpretations, designing solutions and engaging in evidence-based arguments), (using mathematics and computational thinking), (developing and using models) ), (planning and conducting investigations), (data analysis and interpretation), and then in the seventh and final rank (obtaining and evaluating information), and that there are significant statistically significant differences at the level (0.01) between the average ranks of the pre and post measurements in dimensions and total score for the scientific and engineering practices of science teachers at the intermediate stage, in favor of the average ranks of the post-measurement scores.

in light of the previous results, some recommendations were made, including applying the current program to science teachers in the rest of the study levels, measuring its effectiveness in developing their scientific and engineering practices, and preparing guidelines for science teachers on how to employ these standards at a high level of quality.

the study suggested conducting a study on the impact of employing the next generation Science Standards (NGSS) on learners’ achievement and their attitudes towards science, and a study on the obstacles to employing the Next Generation Science Standards (NGSS) in teaching natural sciences at different stages.