The level of possession of science teachers in the middle stage of scientific and engineering practices and their impact on the formation of the positive and applied direction of the STEM approach

Document Type : Original Article

Author

King Saud University

Abstract

 
Abstract:
The aim of the research is to identify the level of science teachers ’possession of scientific and engineering practices at the intermediate level, and to identify the effect of science teachers’ possession of science and engineering practices in the formation of the positive and applied direction of the STEM approach. The researcher relied on the descriptive and analytical approach, and the study was conducted on a random sample of science teachers in Al-Dawadmi Governorate in the Riyadh region, and the sample number was (25). The study tool was the questionnaire. The most important results of the study were: that there are statistically significant differences at the level of (0.05) and less between the true averages of the degree to which science teachers in the middle stage possess scientific and engineering practices on the one hand and the hypothetical average on the other hand. There are statistically significant differences at the level (0.05) and less between the true averages of the degree of the effect of science teachers ’possession of scientific and engineering practices in forming the positive trend for the STEM trend. There are statistically significant differences at the level (0.05) and less between the true averages of the degree to which science teachers at the intermediate level possess scientific and engineering practices and its effect on the formation of the applied trend of the STEM approach. The most important recommendations were: Training teachers to use standards for the next generation in science learning, including scientific and engineering practices. Developing solutions to address the lack of educational capabilities and means to assist in the use of scientific and engineering practices as well as the STEM approach.

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References

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