شبكة المعلومات العربية التربوية

The research aims at knowing the extent of obligation of male and female teachers of physics in Diyala governorate in lesson elements in their teaching plans and comparing that with accepted educational level (75%) and knowing the statistical significant differences in obligation degree attributed to sex, educational experience, and joint effect between them in addition to know common mistakes in formulating behavioral objectives. Research population was all physics teachers in Diyala governorate and the sample was (38) male and (22) female. Two evaluation forms were used, the first for knowing lesson elements and the second for knowing formulating behavioral objectives. Two statistical tools were used, the first (t-test) and the second (Mann- Whitney). The degrees of all teachers were less than the accepted educational level and there is not any effect for sex factor. But there is statistical difference in joint effect between sex and educational experience. The common mistakes in formulating behavioral objectives were as follows: 1) focusing on cognitive objectives only. 2) Mental abilities were not arranged gradually (knowledge, comprehension, application, etc.). 3) Elements of behavioral formulation were not available. 4) General or special objectives were mentioned only without writing behavioral objectives. 5) No comprehensiveness in essential lesson elements. 6) Objective formulating describes educational process instead of its results. 7) Behavioral objective describes teacher activity not learner activity. The researcher offered some recommendations for specialists responsible for teaching science for the sake of developing science teacher and his methods. He also suggested certain studies in this field of knowledge. (Published abstract)