إعتقادات معلمي الصف حول تكامل الرياضيات والعلوم في الحلقة الأولى من التعليم الأساسي في جنوب سورية
This research aimed to determine classroom teachers’ beliefs about the integration mathematics and science. A random sample which consisted of 216 classroom teachers from the center for open education were asked to answer 70 items - scale related to principles of integrating mathematics and science, benefits of integrating mathematics and science, demands and problems of integrating mathematics and science, skills of integrating mathematics and science, and teachers’ attitudes towards integrating mathematics and science. The results showed that the mean score of teachers’ beliefs about the integrated mathematics and science was below the hypothetical mean 60%. The results showed that there was no significant statistical difference at the level of α=0.05 between the mean scores of teachers’ beliefs on the integrated mathematics and science due to the teachers’ gender, the teachers’ experience and the teachers’ qualification. (Published abstract)