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A proposed program based on the Next Generation Science Standards for the development of understanding of (NGSS) and scientific explanations among electronic diploma students

[Abstract] 
Type Article
Author Ahmed, Omima Mohamed Afifi. Curricula and Teaching Science, Faculty of Graduated Studies for Education, Cairo University.
Varying form of title برنامج مقترح يعتمد على معايير علوم الجيل التالي لتطوير فهم (NGSS) والتفسيرات العلمية بين طلاب الدبلوم الإلكتروني [مقال]
Pages pp. 133-200
Host Item Entry Egyptian Journal of Science Education. Vol. 22, no. 3, March 2019
Electronic Location Full text (PDF)  PDF
Descriptors Educational programs  -  Academic standards  -  Comprehension  -  Science education  -  University students  -  Diplomas  -  Electronic learning
Language of document English
Country Egypt
The current research aimed to develop understanding of (NGSS) and scientific explanations among electronic diploma students by using a proposed program based on the next generation science standards (NGSS), the proposed program was built, and to achieve the aims of the research, instruments of the research were built: content understanding of (NGSS) test, NGSS-aligned lesson plan analysis tool and scientific explanations test. The participants were (15 science students) from electronic diploma students in Faculty of Graduated Studies for Education, Cairo University. The researcher used experimental-quasi design, one experimental group only (pre and post). Results of the research showed the great effect and effectiveness of the proposed program based on "NGSS" in developing" understanding of (NGSS) and scientific explanations among electronic diploma students. (Published abstract)

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Cite   (APA) Style Always review your references for accuracy and make any necessary corrections before using:
Ahmed, Omima Mohamed Afifi. (2019). A proposed program based on the Next Generation Science Standards for the development of understanding of (NGSS) and scientific explanations among electronic diploma students . Egyptian Journal of Science Education. Vol. 22, no. 3, March 2019. pp. 133-200 Retrieved from search.shamaa.org