توظيف المدخل الجمالي في تدريس العلوم من وجهة نظر معلمي العلوم

Abstract EN

The study aims to identify the aesthetic approach in science education from the viewpoint of science teachers.

Also, it reveals whether there are statistically significant differences between the averages of the sample’s estimates of the degree of importance of the aesthetic approach in science education, according to the variables (gender - specialization, academic qualification, years of experience).

The study is implemented during the academic year 2019/2020.

The application of the study is limited to a sample of science teachers (Chemistry - Physics - Biology) in public education schools in the capital, Sana’a, and the study also adopts the descriptive approach and the questionnaire tool as a tool to collect information, and after presenting the tool on the referees and to ensure the validity and reliability of the tool and after the completion of the field application, the necessary' statistical treatments were carried out using the statistical program (SPSS).

Moreover, the results of the study reveal tliat the degree of importance of the aesthetic approach was high, as the results indicate that the average and relative weight of the total sum of responses to all paragraphs and areas were high, as the relative weight of the tool reached (87.57).

and therefore die degree of importance of the aesthetic approach in science education is a high degree.

Also, the results of the study reveal that there are statistically significant (5-10 years, more than 10 years).

Finally, on the basis of the results, the two researchers in charge of the educational process recommended the necessity' of adopting the aesthetic approach in authoring and implementing science curricula, with its three branches (Chemistry' - Physics - Biology), and in all teaching and evaluation processes and activities.

The study, also, recommends the necessity of training teachers to possess and employ skills, strategies, methods and activities of aesthetic entrance.