مقاله انگلیسی بررسی تصمیمگیری آموزشی از دریچه معلمان علوم
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
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.