تطوير الممارسات التدريسية الداعمة للتعليم من أجل التنمية المستدامة (ESD)‎ لدى معلمي العلوم الطبيعية في المرحلة الثانوية

Abstract EN

The aim of the research was to develop the teaching practices that support Education for Sustainable Development (ESD), through identifying a list of these teaching practices, then to assess the reality of its practices in teaching from the viewpoint of teachers in natural sciences at the secondary school.

Also, to know the impact of variables related to years of service, qualification, scientific specialization, and gender on teaching practices supporting ESD.

The study sample consisted of 300 male and female teachers from the fields of scientific majors, namely: physics, chemistry, biology, and geology.

The descriptive method was used, and a survey questionnaire include (31) teaching practices distributed in three axes: identification, evaluation, and work.

Findings concluded that, in general, natural science teachers practiced teaching that is supportive of ESD scored average in all axes, (4.08) for identification, followed by evaluation at (3.97) and (3.89) for work.

Results also found that there was a statistically significant difference at (0.01 level) between the responses of the research sample, due to the variables of sex, scientific specialization, years of service and qualification.

Considering these results, the researcher provided procedures to develop the practices of the natural sciences teachers to achieve the goals of ESD