Attitudes of Physics Teachers, in Jordan towards Instructional and Assessment Strategies Included in Science Curriculum
Authors:
Article info
2010-05-26
2011-03-30
2011-03-30
509 - 542
Keywords
Abstract
This study aimed to explore the attitudes of physics teachers, towards instructional and assessment strategies included in science curriculum, and the effect of gender, qualifications and instructional experience on their attitudes towards these strategies. The aim of this study was to answer the following questions: 1) What are the attitudes of physics teachers, towards instructional and assessment strategies included in science curriculum? 2) Do the attitudes of physics teachers, towards instructional and assessment strategies included in science curriculum differ due to gender, qualifications and instructional experience? The sample of study, consisted of (304) male and female teachers, who teach physics distributed on the public schools of the directorates of Amman Governorate. The study revealed the following results: a) The level of the attitudes of physics teachers, towards instructional and assessment strategies included in science curriculum, was distributed as follows: - (33.55%) for those who had a positive attitudes. - (32.90%) for those who had a neutral attitudes. - (33.55%) for those who had a negative attitudes. b) There were no significant differences at (α=0.05) for the attitudes of physics teachers, towards the instructional and assessment strategies due to the variable gender and qualifications, and the study showed that there were significant difference at (α=0.05) for the attitudes of physics teachers, towards the instructional and assessment strategies due to the variable of teaching experience for the sake of the category of (5-15 years).
Khleifat, S. (2011). Attitudes of Physics Teachers, in Jordan towards Instructional and Assessment Strategies Included in Science Curriculum. An-Najah University Journal for Research - B (Humanities), 25(3), 509–542. https://doi.org/10.35552/0247-025-003-002
[1]S. Khleifat, “Attitudes of Physics Teachers, in Jordan towards Instructional and Assessment Strategies Included in Science Curriculum,” An-Najah University Journal for Research - B (Humanities), vol. 25, no. 3, pp. 509–542, Mar. 2011, doi: 10.35552/0247-025-003-002.
Khleifat, Salem. “Attitudes of Physics Teachers, in Jordan towards Instructional and Assessment Strategies Included in Science Curriculum.” An-Najah University Journal for Research - B (Humanities), vol. 25, no. 3, Mar. 2011, pp. 509–42. Crossref, https://doi.org/10.35552/0247-025-003-002.
1.Khleifat S. Attitudes of Physics Teachers, in Jordan towards Instructional and Assessment Strategies Included in Science Curriculum. An-Najah University Journal for Research - B (Humanities) [Internet]. 2011 Mar;25(3):509–42. Available from: http://dx.doi.org/10.35552/0247-025-003-002
Khleifat, Salem. “Attitudes of Physics Teachers, in Jordan towards Instructional and Assessment Strategies Included in Science Curriculum.” An-Najah University Journal for Research - B (Humanities) 25, no. 3 (March 2011): 509–42. https://doi.org/10.35552/0247-025-003-002.
اتجاهات معلمي الفيزياء في الأردن نحو استراتيجيات التدريس والتقويم المتضمنة في مناهج العلوم
المؤلفون:
معلومات المقال
2010-05-26
2011-03-30
2011-03-30
509 - 542
الكلمات الإفتتاحية
الملخص
هدفت هذه الدراسة إلى الكشف عن اتجاهات معلمي الفيزياء نحو استراتيجيات التدريس والتقويم المتضمنة في مناهج العلوم، وأثر كل من النوع الاجتماعي والمؤهل العلمي والخبرة التدريسية على اتجاهاتهم نحو تلك الاستراتيجيات، وتوجهت تحديداً للإجابة عن الأسئلة الآتية: 1) ما اتجاهات معلمي الفيزياء نحو استراتيجيات التدريس والتقويم المتضمنة في مناهج العلوم؟ 2) هل تختلف اتجاهات معلمي الفيزياء نحو استراتيجيات التدريس والتقويم المتضمنة في مناهج العلوم باختلاف النوع الاجتماعي، والمؤهل العلمي، والخبرة التدريسية؟ تكونت عينة الدراسة من (304) معلماً ومعلمة، ممن يدرسّون مناهج العلوم وسبق لهم أن تدربوا على استراتيجيات التدريس والتقويم المتضمنة في مناهج العلوم، موزعين على المدارس الحكومية التابعة لمديريات التربية والتعليم في محافظة العاصمة. أظهرت الدراسة النتائج الآتية: أ) أن مستوى اتجاهات معلمي الفيزياء نحو استراتيجيات التدريس والتقويم المتضمنة في مناهج العلوم، كان كما يلي: - نسبة ذوي الاتجاه الإيجابي كانت (33.55%). - نسبة ذوي الاتجاه المحايد كانت (32.90%). - نسبة ذوي الاتجاه السلبي كانت (33.55%). ب) عدم وجود فروق ذات دلالة إحصائية عند مستوى (0.05 (α= في اتجاهات معلمي الفيزياء نحو استراتيجيات التدريس والتقويم المتضمنة في مناهج العلوم، تعزى لمتغيري النوع الاجتماعي، والمؤهل العلمي، في حين أظهرت نتائج الدراسة وجود فروق ذات دلالة إحصائية عند مستوى (0.05 (α= في اتجاهات معلمي الفيزياء نحو استراتيجيات التدريس والتقويم المتضمنة في مناهج العلوم، تعزى لمتغير الخبرة التدريسية لصالح الفئة من (5 – 15 سنة.
Khleifat, S. (2011). Attitudes of Physics Teachers, in Jordan towards Instructional and Assessment Strategies Included in Science Curriculum. An-Najah University Journal for Research - B (Humanities), 25(3), 509–542. https://doi.org/10.35552/0247-025-003-002
[1]S. Khleifat, “Attitudes of Physics Teachers, in Jordan towards Instructional and Assessment Strategies Included in Science Curriculum,” An-Najah University Journal for Research - B (Humanities), vol. 25, no. 3, pp. 509–542, Mar. 2011, doi: 10.35552/0247-025-003-002.
Khleifat, Salem. “Attitudes of Physics Teachers, in Jordan towards Instructional and Assessment Strategies Included in Science Curriculum.” An-Najah University Journal for Research - B (Humanities), vol. 25, no. 3, Mar. 2011, pp. 509–42. Crossref, https://doi.org/10.35552/0247-025-003-002.
1.Khleifat S. Attitudes of Physics Teachers, in Jordan towards Instructional and Assessment Strategies Included in Science Curriculum. An-Najah University Journal for Research - B (Humanities) [Internet]. 2011 Mar;25(3):509–42. Available from: http://dx.doi.org/10.35552/0247-025-003-002
Khleifat, Salem. “Attitudes of Physics Teachers, in Jordan towards Instructional and Assessment Strategies Included in Science Curriculum.” An-Najah University Journal for Research - B (Humanities) 25, no. 3 (March 2011): 509–42. https://doi.org/10.35552/0247-025-003-002.
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