أثر برنامج تطوير مهني مقترح قائم على الممارسات العلمية و الهندسية في تنمية معتقدات معلمي العلوم بالمرحلة المتوسطة لأبعاد طبيعة العلم

Abstract EN

The research aimed to identify the impact of a proposed professional development program based on scientific and engineering practices in developing the beliefs of science teachers in the middle school in the dimensions of the nature of science.

to achieve the purpose of the research, the researchers used the mixed approach, by designing a training program based on scientific and engineering practices, and then training teachers according to the program, and organizing data collection procedures, through the application of a questionnaire tool to reveal the beliefs of science teachers about the dimensions of the nature of science.

in qualitative terms, a semi-regular interview tool was applied.

to reveal in depth the beliefs of science teachers about the dimensions of the nature of science, where the quantitative tool was applied before and after the program, while the qualitative tool was applied after the program.

(18) middle school science teachers participated in the research, who were deliberately selected in coordination with educational supervision and science supervisors in the education department of Dawadmi Governorate.

the duration of application lasted twelve weeks.

the results of the research showed that the teachers’ beliefs about the dimensions of the nature of science in the dimensional application are better with a statistically significant difference compared to their beliefs about the dimensions of the nature of science in the tribal application, which indicates the impact of the proposed professional development program based on scientific and engineering practices in developing the beliefs of middle school science teachers about the dimensions of the nature of Science.

the arithmetic mean of the responses of the research sample on the belief scale increased from (4.01) in the pre-application to (4.77) in the post-application.

this indicates that the professional development program had a positive impact on developing the beliefs of science teachers at the intermediate stage in the dimensions of the nature of science ; which improved after participating in the professional development program.