Jordanian Twelfth-Grade Science Teachers' Self-Reported Usage of Science and Engineering Practices in the Next Generation Science Standards

Autor/inn/en	Malkawi, Amal Reda; Rababah, Ebtesam Qassim
Titel	Jordanian Twelfth-Grade Science Teachers' Self-Reported Usage of Science and Engineering Practices in the Next Generation Science Standards
Quelle	In: International Journal of Science Education, 40 (2018) 9, S.961-976 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Malkawi, Amal Reda) ORCID (Rababah, Ebtesam Qassim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1460695
Schlagwörter	Foreign Countries; Secondary School Teachers; Science Teachers; High Schools; Academic Standards; Secondary School Science; Science Instruction; Science Education; Engineering; Gender Differences; Statistical Significance; Likert Scales; Statistical Analysis; Jordan + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; High school; Oberschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Maschinenbau; Geschlechterkonflikt; Likert-Skala; Statistische Analyse
Abstract	This study investigated the degree that Science and Engineering Practices (SEPs) criteria from the Next Generation Science Standards (NGSS) were included in self-reported teaching practices of twelfth-grade science teachers in Jordan. This study sampled (n = 315) science teachers recruited from eight different public school directorates. The sample was surveyed using an instrument adapted from Kawasaki (2015). Results found that Jordanian science teachers incorporate (SEPs) in their classroom teaching at only a moderate level. SEPs applied most frequently included 'using the diagram, table or graphic through instructions to clarify the subject of a new science,' and to 'discuss with the students how to interpret the quantitative data from the experiment or investigation'. The practice with the lowest frequency was 'teach a lesson on interpreting statistics or quantitative data,' which was moderately applied. No statistically significant differences at (a = 0.05) were found among these Jordanian science teachers' self-estimations of (SEP) application into their own teaching according to the study's demographic variables (specialisation, educational qualification, teaching experience). However, a statistically significant difference at (a = 0.05) was found among Jordanian high school science teachers' practice means based on gender, with female teachers using SEPs at a higher rate than male teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01