مشكلات تدريس مناهج العلوم المطورة في المرحلة المتوسطة من وجهة نظر المعلمات و المشرفات بمحافظة الخرج

الملخص EN

This study was conducted to identify the problems in teaching the optimized* science curriculum (McGraw-Hill Series) as perceived by supervisors and teachers working at Al- Kharj intermediate schools for girls.

Additionally, it attempts to determine the divergences amongst participants’ responses vis-à-vis these problems.

Descriptive approach was employed and a survey of 81 items classified into 7 categories (teacher, book, teaching methods and aids, students, assessment, school administration and teacher’s guide) was administered to a population sample of 7 supervisors and 81 teachers.

Findings revealed statistically significant differences between the answers of supervisors and those of teachers.

Supervisors seem to agree that teaching science curriculum is very problematic, with high concerns regarding teachers who came on top of the list, followed by teaching methods and aids, labs, assessment and finally school administration in the last position.

However, teachers’ responses showed that the level of problems which they confront when teaching science is medium.

Concerns came in the following order: book, school administration, students and assessment.

The study recommends to systematically provide teachers with professional training programs, including constructive assessment, to allow them to efficiently do their work.

that could be classified into nine major areas; namely: objectives, content, teaching methods, teaching aids and technologies, activities, assessment/evaluation, student, teacher, educational supervision and school administration.

Though overall results showed no statistically significant differences that could be attributed to the gender factor, divergences were found in three variables; namely: “content” in favor of men, but “student and teaching aids and technologies” in favor of women.

Regarding teachers’ attitudes, findings have revealed no statistically significant differences that can be attributed to the gender factor, but have confirmed the presence of positive attitudes towards teaching the optimized curriculum as a whole and in each of the nine variables.

Nonetheless, analysis identified the presence of minor negative correlation in teachers’ estimations and viewpoints vis-à-vis the problems pertaining to the curriculum and teaching it.