الممارسات التدريسية الصفية لدى معلمي العلوم في المرحلة الأساسية من وجهة نظرهم و علاقتها بمتغيري الجنس و الخبرة لديهم

Abstract EN

This study aimed to determine the reality of teaching practices for science teachers at UNRWA primary schools in Jordan, and their relationship to gender and teaching experience.

To achieve the objectives of the study a purposive sample was chosen consisted of (30) males from (8) Schools, and (30) females from (5) Schools, and (2) from a mixed school.

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A Questionnaire has been used that consisting of (19) paragraphs have been developed to assess the teaching practices among science teachers.

The results showed that the most common practice was (beginning on time), while the lowest paragraph was the practice which provides for the use of punishment.

Results showed that there was a statistically significant difference in the responses on the questionnaire towards gender, while there was no statistically significant differences in the responses on the questionnaire in teaching experience or the interaction between gender and teaching experience.

The study recommended the Ministry of Education to organize professional development programs for science teachers, in order to raise the level of teaching practices to an acceptable level, and to improve using technology in teaching practices.