مدى تفعيل معلمي العلوم للإثراء العميق في كتب العلوم للمرحلة الإبتدائية بالمملكة العربية السعودية
[Abstract] | |
Type | Article |
Document no. | 127738 |
Author | الحماد، خالد بن سليمان. قسم العلوم التربوية، كلية التربية، جامعة شقراء، المملكة العربية السعودية |
Varying form of title |
The extent of the activation of science teachers to in-depth enrich of primary science textbooks in Saudi Arabia [article] |
Pages | ص ص. 117-132 |
Host Item Entry |
مجلة كلية التربية الأساسية للعلوم التربوية والإنسانية. ع. 37، 2018
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Electronic Location | النص الكامل (PDF) |
Descriptors | معلمو العلوم - اثراء المناهج - محتوى الكتب المدرسية - التعليم الابتدائي - السعودية |
Language of document | Arabic |
Country | Iraq |
The aim of this study was to explore the activation of science teachers In-depth enrich in the science curricula in Saudi Arabia. The questionnaire tool was employed to measure four main issues: First, the reality of science teachers practices in the primary schools for In-depth enrich in Saudi Arabia, the second issue is the availability of institutional and administrative support for In-depth enrichment, the third issue is the student's relationship with In-deep enrichment from science teachers' perspective, the fourth issue is professional development process suitable for In-depth enrich. The total number of respondents is 50 teachers (35 male and 15 female.) in Riyadh city. An analytical descriptive approach was used. The results of the study showed a weakness practice of teachers for science in primary schools of In-depth, weakness institutional and administrative support for to In-depth enrich with a positive relationship between the student and In-depth enrichment, a sense of happiness and try to participate in most of the activities, finally, there was a need for continuing professional development for science teachers to activate the science curricula of In-depth enrich. (Published Abstract)
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الحماد، خالد بن سليمان.. (2018). مدى تفعيل معلمي العلوم للإثراء العميق في كتب العلوم للمرحلة الإبتدائية بالمملكة العربية السعودية . مجلة كلية التربية الأساسية للعلوم التربوية والإنسانية. ع. 37، 2018. ص ص. 117-132 Retrieved from search.shamaa.org |