مقاله انگلیسی بررسی تصمیم‌گیری آموزشی از دریچه معلمان علوم
ترجمه نشده

مقاله انگلیسی بررسی تصمیم‌گیری آموزشی از دریچه معلمان علوم

عنوان فارسی مقاله: بررسی تصمیم‌گیری آموزشی از دریچه معلمان علوم در پاسخ به مسائل مختلف آموزشیVAR
عنوان انگلیسی مقاله: Exploring pedagogical decision making from the lens of science teachers in response to different pedagogical issues
مجله/کنفرانس: علوم اجتماعی و انسانی باز - Social Sciences & Humanities Open
رشته های تحصیلی مرتبط: علوم تربیتی
گرایش های تحصیلی مرتبط: برنامه ریزی درسی، تحقیقات آموزشی
کلمات کلیدی فارسی: تصمیم گیری آموزشی، معلمان علوم، شیوه ها، مسائل آموزشی
کلمات کلیدی انگلیسی: Pedagogical decision-making, Science teachers, Practices, Pedagogical issues
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: DOAJ
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.ssaho.2021.100236
دانشگاه: Ministry of Education, Oman
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2022
ایمپکت فاکتور: _
شاخص H_index: _
شاخص SJR: _
شناسه ISSN: 2590-2911
شاخص Quartile (چارک): _
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 7
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: بله
آیا این مقاله مدل مفهومی دارد: دارد
آیا این مقاله پرسشنامه دارد: ندارد
آیا این مقاله متغیر دارد: دارد
آیا این مقاله فرضیه دارد: ندارد
کد محصول: E16071
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
فهرست مطالب (انگلیسی)

Abstract:
Keywords
Introduction
Theoretical background
The context
Methodology
Data analysis
Results and discussion
Conclusions, recommendations and implications
CRediT author contribution statement
Declaration of competing interest
References

بخشی از مقاله (انگلیسی)

ABSTRACT
The success of an educational process is represented by success in making appropriate decisions. This study aims at exploring pedagogical decision-making by science teachers in dealing with pedagogical issues based on their point of views. Three demographic variables: teacher’s gender, school stage, and teaching experience were investigated. The sample of the study was composed of (568) science teachers in grades (1–12) in the Sultanate of Oman. To achieve the objectives of study, it followed the descriptive method based on a questionnaire was prepared and administered to collect data from the targeted sample. The results of the study showed that the first decision science teachers made while dealing with pedagogical issues was seeking advice from supervisors and senior teachers followed by relying on personal experience and continuing with the current practice. Furthermore, the results indicated a statistically significant difference in some options in favor of female teachers, cycle one’s teachers, and teachers with less than ten years of experience. The study concluded with a set of recommendations in the light of findings. 
Introduction
Today, science plays a prominent role in contemporary life. Thus, the development of science and technological applications have a significant impact on science curricula. Many countries around the world are seeking to keep pace with these developments through the development of science teaching. In Oman, many projects were initiated in order to develop the science curricula and to keep pace with the continuous change in science teaching. In Oman, a new project has been launched recently for the adaptation of international series of science teaching known for the Cambridge Series. The Cambridge Series have been translated into Arabic as Arabic language is the official language of teaching Science and Math in Oman in the academic year 2017/2018. However, achieving future objectives in science requires professional competencies that science teachers should possess. Omani science teachers, just similar to other teachers, face some challenges while implementing the international series in the classroom. As a consequence, there is a need to investigate how teachers deal with pedagogical issues that have risen in order to support and guide them towards the right ways to overcome such issues.

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