درجة استخدام معلمي الرياضيات والعلوم للمدخل التكاملي في التدريس في مدارس التعليم العام بدولة الكويت من وجهة نظرهم
This study aimed to investigate the degree of using the integrative teaching approach for mathematics and science teachers in Kuwaiti public schools from their point of view and to explore differences between their perspectives based on major, years of experience, educational stage, and educational qualification. The researchers used a descriptive-analytical method, by conducting a questionnaire consisting of (35) items that have three dimensions: lesson planning, lesson implementation, and lesson-evaluation. The sample comprised (710) male and female mathematics and science teachers in Kuwaiti schools. The results showed teachers’ usage of various integrative activities considering learners individual differences in the lesson-planning dimension. The result for the lesson-implementation dimension indicated that teachers agreed on their responses towards their keenness on class management and the use of attractive integrated teaching methods. Finally, the participants agreed to activate the concept of evaluation in integrative teaching to acquired valuable knowledge in the lesson-evaluation dimension. Statistically significant differences were found in teachers’ response to the lesson-planning dimension according to the major variable favoring mathematics teachers. No statistical differences were found in responses regarding integrative teaching approach according to other variables (years of experience, educational qualification, and educational stage. (The study recommended conducting training courses based on integrative teaching approach for mathematics and science teachers. In addition, enriching the curriculum with evaluative activities based on integrative teaching approach between mathematics and science is recommended. (Published abstract)