مدى تفعيل معلمي العلوم للإثراء العميق في كتب العلوم للمرحلة الابتدائية بالمملكة العربية السعودية

Abstract EN

The aim of this study was to explore the activation of science teachers In-depth enrich in the science curricula in Saudi Arabia.

The questionnaire tool was employed to measure four main issues: First, the reality of science teachers practices in the primary schools for In-depth enrich in Saudi Arabia, the second issue is the availability of institutional and administrative support for In-depth enrichment, the third issue is the student's relationship with In-deep enrichment from science teachers' perspective, the fourth issue is professional development process suitable for In-depth enrich.

The total number of respondents is 50 teachers (35 male and 15 female.) in Riyadh city.

An analytical descriptive approach was used.

The results of the study showed a weakness practice of teachers for science in primary schools of In-depth, weakness institutional and administrative support for to In-depth enrich with a positive relationship between the student and In-depth enrichment, a sense of happiness and try to participate in most of the activities, finally, there was a need for continuing professional development for science teachers to activate the science curricula of In-depth enrich