درجة استخدام الواقع المعزز في تدريس العلوم بالمرحلة الثانوية من وجهة نظر المشرفات و المعلمات في مدينة الطائف

Abstract EN

The research aimed at recognizing the degree of using augmented reality in teaching science at the secondary stage from the perspective of female supervisors and teachers in Taif.

In order to achieve the aim of the research, the descriptive survey approach was adopted; through the use of a questionnaire as a tool of gathering data during the second school term of the year 1441 – 1442 A.

H.

, as it was applied on a sample consisting of (100) female science teacher at the secondary stage, and (9) female educational supervisors in Taif.

The results indicated that the degree of using augmented reality in teaching science at the secondary stage from the perspective of female teachers was high, and also that the degree of using augmented reality in teaching science at the secondary stage from the perspective of female supervisors was moderate.

In addition, there were no statistically significant differences between the arithmetic means of perspectives of each of the female educational supervisors and the female (teachers-educational supervisor), concerning the use of augmented reality for science teaching at the secondary stage, that are attributed to the job and the educational qualification variables.

The results also revealed the existence of statistically significant differences among the arithmetic means of using augmented reality in teaching science from the perspectives of female teachers, that are attributed to the years of experience variable, in favor of (more than 10 years), and the existence of statistically significant differences among the arithmetic means of using augmented reality in teaching science from the perspectives of female teachers, that are attributed to the variable of B.

A.

specialization, in favor of biology female teachers.

The main recommendations of the research were more identification of the augmented reality technology for each of the female teachers and supervisors, through holding training courses, supporting science books at the secondary stage to exploit the augmented reality technology in teaching, and providing necessities for applying the augmented reality technology at secondary stage schools.