تقدير درجة أهمية معرفة المحتوى البيداغوجي في مادة العلوم من وجهة نظر عينة من معلمي المادة بسلطنة عمان

Abstract AR

The study aimed at investigation the estimation of the importance of pedagogical content knowledge in science from the perspective of a sample of teachers in the Sultanate of Oman.

The sample consisted of (102) science teachers chosen randomly from three Education Regions in the Sultanate of Oman.

To achieve the aims of the study, an instrument based on questionnaire was designed by the researchers.

Its final version consists of (39) items and its reliability is (0.90).

After applying the questionnaire and analyzing the data obtained, the results showed that, the "knowledge about science learner" domain has the highest average mean score among the other two domains, then, the "knowledge about teaching strategies" domain and finally the "knowledge about science curriculum" domain.

Furthermore, the results showed statistically significant differences in the science teachers' estimation of science pedagogical content knowledge due to their gender in "knowledge about science curriculum domain" and in the instrument as a whole and in two domains (knowledge about science learner and knowledge about science learner) and in the instrument as a whole due to teaching experience.

The results showed that no significant differences in science teachers' estimation of science pedagogical content knowledge due to their specialization and interaction between the three variables.

In the light of these findings, a number of recommendations were proposed.