واقع تقنيات التعليم الخاصة بتدريس العلوم في مختبرات مدارس التعليم الأساسي بالحسكة من وجهة نظر المعلمين و المعلمات و اتجاهاتهم نحوها : دراسة مسحية في مدارس ريف محافظة الحسكة

الملخص EN

This study aimed to identify the reality of educational technology for teaching science in the laboratories of basic education schools in hasakah from the point of view the teachers and their attitudes towards.

The Study sample consisted of (49) teachers (25 males+24females) were randomly selected from schools in the sample, which included (13) schools were chosen in a manner unintended villages Hasakah Center of the Directorate for Educational Hasakah province.

To achieve the objective of the study, the researcher developed a questionnaire which consisted of (96) items, divided into five areas, and was of sufficient reliability and validity for the purposes of this study.

Results were as follows: - The educational materials that are more available from the viewpoint of science teachers are the drawings and charts, while the loop films and movie films less educational materials readily available.

The educational materials that are more available from the viewpoint of science teachers is a flannel board and white board, while the data show device and the Internet is less abundant educational devices.

- Low level in usage of educational materials from the viewpoint of science teachers, with an average usage (1.65), at (33%), which means scarcity value in use.

- Low level in usage of educational devices hardware from the viewpoint of science teachers, with an average usage (1.49), at (29.80%), which means scarcity value in use.

- No statistically significant differences at the level (α=0.05) between the average attitudes of use of science teachers of educational materials.

- No statistically significant differences at the level (α= 0.05) between the average extent of use of science teacher of educational equipments.

- Attitudes of science teachers towards the use of educational technology in general were positive.

No statistically significant differences at the level (α= 0.05) between the average attitudes of science teachers towards the use of educational technology..

...