مستوى معرفة معلمي العلوم للمرحلة الأساسية في محافظة المفرق باستراتيجية المحطات العلمية وعلاقته بدرجة ممارستهم لها في التدريس ‏

Ahmad Hassan  Al-Ayasrah; Owaida Abed Elkhalik   Abumuhfouz

doi:10.35516/edu.v50i2.397

Authors

Ahmad Hassan Al-Ayasrah قسم المناهج والتدريس، كلية العلوم التربوية، جامعة العلوم الإسلامية العالمية، عمان https://orcid.org/0009-0006-1127-7111
Owaida Abed Elkhalik Abumuhfouz وزارة التربية والتعليم، عمان https://orcid.org/0009-0006-1127-7111

DOI:

https://doi.org/10.35516/edu.v50i2.397

Keywords:

Scientific stations strategy, knowledge level, degree of practice, science teachers for basic stage

Abstract

Objectives: This study aimed to assess the level of scientific stations strategy knowledge among science teachers in the basic stage in Mafraq Governorate and explore its relationship with their teaching practices.

Methods: The study employed a descriptive survey method, with a sample of 91 randomly selected male and female teachers. A two-part questionnaire was used, assessing teachers' knowledge of the scientific stations strategy and their implementation of it. The validity and reliability of the questionnaire were verified.

Results: The findings revealed that science teachers in the basic stage in Mafraq Governorate had a moderate level of knowledge regarding the scientific stations strategy. Additionally, their degree of implementation of this strategy was also found to be moderate. Furthermore, a strong and statistically significant correlation was observed between teachers' knowledge level of the scientific stations strategy and their implementation of it.

Conclusions: Based on these results, several recommendations were proposed. These include enhancing the knowledge level of science teachers in the basic stage regarding the scientific stations strategy through the provision of informative pamphlets and booklets, as well as encouraging them to consult diverse electronic and print resources to further improve their understanding and implementation of this strategy.

Downloads

Download data is not yet available.

References

Aydogmus, M., & Senturk, C. (2019). The Effect of Learning Stations Technique on Academic Achievement: A Meta-Analytic Study. Research in Pedagogy, 9(1), 1-15.

Bulunuz, N., & Jarrett, O.S. (2010). The Effects of Hands – on Learning Stations on Building American Elementary Teachers' Understanding About Earth and Space Science Concepts. Eurasia Journal of Mathematics, Science & technology Education, 6(2), 85- 99.

Bahcivan, E., & Cobern, W. (2016). Investigating Coherence among Turkish Elementary Science Teachers’ Teaching Belief Systems, Pedagogical Content Knowledge and Practice. Australian Journal of Teacher Education, 41(10), 62-86.

Jones, D. (2007). The station approach: How to teach with limited Resources. Science Scope, 30(6), 16-21.

Judson, E. (2019). Learning Stations in College Classrooms. College Teaching, 67(4), 250–251.

Haney, J., Czerniak, C. M., & Lumpe, A. T. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33(9), 971-993.

Haney, J. & McArthur, J. (2002). Four case studies of prospective science teachers’ beliefs concerning constructionist teaching practices. Science Education, 86, 783-802.

Karacal, K., Bulunuz, N., & Özkan, m. (2019). Examining the Effect of the Learning Station Methods on 7th Grade Students’ Conceptual Understanding Level Regarding The light Unit. European Journal of Education Studies, 6(7), 122-144.

Levitt, K. E. (2001). An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education, 86(1), 1-22.

Pho, D. H., Nguyen, H. T., Nguyen, H. M., & Nguyen, T. T. (2021). The use of learning station method according to competency development for elementary students in Vietnam. Cogent Education, 8(1), 1-27.

Roehrig, G. H. & Kruse, R. A. (2005). The role of teachers’ beliefs and knowledge in the adoption of a reform-based curriculum. School Science and Mathematics, 105(8), 412-422.

Savsci-Acilali, F. (2009). Teacher beliefs and practice in science education. Asia-Pacific Forum on Science Learning and Teaching, 10(1), 1-14.

Soloway, E., Pryor, A. Z., Krajcik, J. S., Jackson, S., Stratford, S. J., Wisnudel, M., & Klein, J. T. (1997). Science Ware's model-it: Technology to support authentic science inquiry. T.H.E. Journal, 25(3), 54-56.

Woolfolk-Hoy, A., & Murphy, P. K. (2001). Teaching educational psychology to the implicit mind. Mahwah, NY: Erlbaum.