Download or read book Saudi Arabian Science and Mathematics Pre service Teachers Perceptions and Practices of the Integration of Technology in the Classroom written by Munthir Abdullah Alblaihed and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Preparation of Teachers of English as an Additional Language around the World written by Nihat Polat and published by Multilingual Matters. This book was released on 2021-08-09 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book fills a critical gap in a neglected area in current educational research: international teacher education. It focuses on the preparation of teachers of English as an additional language (EAL) in several world regions. The book consists of chapters by researchers in well-established teacher education programs in 11 countries: Brazil, Canada, China, Finland, Greece, New Zealand, Russia, Saudi Arabia, South Korea, Turkey and the United States of America. It takes a cross-national, comparative approach around four major focus areas: policy, research, curriculum and practice, offering critical implications that can help improve EAL teacher education programs in different parts of the world. Teacher education is an area that has great potential for international cross-pollination of ideas and actions, and this book represents an important first step along this road.
Download or read book Handbook of Research on Innovative Digital Practices to Engage Learners written by Bull, Prince Hycy and published by IGI Global. This book was released on 2019-06-28 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt: Digital integration is the driving force of teaching and learning at all levels of education. As more non-traditional students seek credentialing, certification, and degrees, institutions continue to push the boundaries of innovative practices to meet the needs of diverse students. Programs and faculty have moved from merely using technology and learning management systems to unique and innovative ways to engage learners. The Handbook of Research on Innovative Digital Practices to Engage Learners is an essential scholarly publication that offers theoretical frameworks, delivery models, current guidelines, and digital design techniques for integrating technological advancements in education contexts to enforce student engagement and positive student outcomes. Featuring a wide range of topics such as gamification, wearable technologies, and distance education, this book is ideal for teachers, curriculum developers, instructional designers, principals, deans, administrators, researchers, academicians, education professionals, and students.
Download or read book Investigating Saudi Arabian High School Science Teachers Perceived Challenges and Concerns Related to the Integration of Science Content Technology Engineering and Mathematics STEM Into Science Teaching written by Yousef Farraj M. Aljuwayr and published by . This book was released on 2018 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the establishment of Saudi Arabia, the educational system has gone through numerous reform efforts to improve teachers’ practice and students’ learning. One of the key challenges facing the educational system in Saudi Arabia is the question of how to prepare teachers to use innovative approaches in science education. Several studies have examined science teachers’ concerns related to teaching and learning in general; however, few studies have directed specific attention to science teachers’ concerns about curriculum integration. Therefore, this study investigated Saudi Arabian high school science teachers’ perceived challenges concerning the integration of separate domains within STEM, including science content and pedagogy, technology, engineering, mathematics, and STEM as a whole. This study also explored potential differences in teachers’ perceived challenges based on their gender and geographical region. The researcher collected data from six geographic regions of the Kingdom of Saudi Arabia: Makkah, Tabuk, Aseer, Hail, Kahrj, and Zulfi. These regions were purposefully selected to reflect the geographic and diverse views of teachers across the Kingdom of Saudi Arabia. An explanatory sequential mixed methods design – including quantitative and qualitative methods— was conducted to investigate Saudi Arabian high school science teachers’ perceived challenges regarding integrated STEM instruction. The quantitative data were collected from 1,207 participants using four scales: science content and pedagogy integration, technology integration, engineering integration, and mathematics integration. The qualitative data were collected from twenty participants through face-to-face interviews. Descriptive statistics and grounded theory methodology were conducted to analyze data obtained from the participants. Results revealed that science teachers rated themselves as 1) fairly competent in the areas of science content and pedagogy integration and mathematics integration; 2) having fairly low competence in the area of technology integration; 3) “undecided” in the area of engineering integration; 4) slightly incompetent with regard to the integration of other science disciplines (physics, chemistry, biology, and geology) into science teaching practices; and 5) generally unfamiliar with the integration of STEM in science teaching. The findings of the study revealed no significant difference among participants that can be attributed to gender or geographic region. Other challenges from the qualitative study are presented, such as teachers’ negative misconceptions and attitudes toward integrative approaches, students’ lack of skills and knowledge that are required for successful STEM integration, curricula incompatibility with STEM approaches, and the lack of resources required for integrative activities. The results of the study suggest an implementation of a systemic reform that focuses on STEM education in Saudi Arabia. The findings of this study may have significant implications for policymakers and educators who are considering implementing integrative approaches in science education
Download or read book Attitudes of Saudi Arabian Secondary Preservice Teachers Toward Teaching Practices in Science written by Jabber Mohammed Aljabber and published by . This book was released on 2004 with total page 794 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Saudi Science Preservice Teachers Attitude Toward Teaching Practices in Sciences written by Jabber Aljabber and published by LAP Lambert Academic Publishing. This book was released on 2009 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this work was to investigate the attitudes of Saudi secondary preservice science teachers (SPSTs) toward science teaching practices. The essential goal was to use generated findings to improve the current secondary science education programs in Saudi Arabia and to develop better science teacher practices. The selected practices were posted by the National Research Council in 1999. These indicated that students learn science best through understanding of science rather than memorization of scientific facts and concepts, building new knowledge and understanding on what is already known and believed, formulating new knowledge by modifying and refining current concepts and by adding new concepts to what is already known, taking care of their own learning, social learning environments and interactions, and application of knowledge to novel situations. This work was based on SPSTs in four teachers' colleges located in cities: Riyadh, Makkah, Taif, & Dammam. SPSTs were asked to complete a 58-item questionnaire survey and respond to four open-ended survey questions. Data was analyzed by the Rasch analysis model, parametric & non-parametric tests.
Download or read book Science Education for Diversity written by Nasser Mansour and published by Springer Science & Business Media. This book was released on 2013-06-18 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reflecting the very latest theory on diversity issues in science education, including new dialogic approaches, this volume explores the subject from a range of perspectives and draws on studies from around the world. The work discusses fundamental topics such as how we conceptualize diversity as well as examining the ways in which heterogeneous cultural constructs influence the teaching and learning of science in a range of contexts. Including numerous strategies ready for adoption by interested teachers, the book addresses the varied cultural factors that influence engagement with science education. It seeks answers to the question of why increasing numbers of students fail to connect with science education in schools and looks at the more subtle impact that students’ individually constructed identities have on the teaching and learning of science. Recognizing the diversity of its audience, the book covers differing levels and science subjects, and examines material from a range of viewpoints that include pedagogy, curricula, teacher education, learning, gender, religion, and ICT, as well as those of in-service and trainee teachers at all levels.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2003 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Development written by and published by . This book was released on 1994 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research Perspectives and Best Practices in Educational Technology Integration written by Keengwe, Jared and published by IGI Global. This book was released on 2013-02-28 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: With advancements in technology continuing to influence all areas of society, students in current classrooms have a different understanding and perspective of learning than the educational system has been designed to teach. Research Perspectives and Best Practices in Educational Technology Integration highlights the emerging digital age, its complex transformation of the current educational system, and the integration of educational technologies into teaching strategies. This book offers best practices in the process of incorporating learning technologies into instruction and is an essential resource for academicians, professionals, educational researchers in education and educational-related fields.
Download or read book Visible Learning for Mathematics Grades K 12 written by John Hattie and published by Corwin Press. This book was released on 2016-09-15 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Selected as the Michigan Council of Teachers of Mathematics winter book club book! Rich tasks, collaborative work, number talks, problem-based learning, direct instruction...with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school. That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in "visible" learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.
Download or read book Mathematics Teachers Readiness and Attitudes Toward Implementing Integrated STEM Education in Saudi Arabia written by Rabab Mohammed Mousa and published by . This book was released on 2016 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this explanatory sequential mixed-methods study is to identify and describe the readiness of female Saudi mathematics teachers in the areas of subject matter knowledge and pedagogical content knowledge to integrate STEM disciplines. The study also examines mathematics teachers' attitudes and obstacles in implementing STEM education. The sample consisted of 98 female mathematics teachers for the quantitative phase and 6 for the qualitative phase in Jeddah, Saudi Arabia. The findings revealed that Saudi female middle school mathematics teachers appeared to have extensive pedagogical knowledge and an average level of subject matter knowledge but they needed systematic support, such as training courses or professional development programs, to be able to implement integrated STEM education in their classes. Most of the participants also showed a positive attitude toward integrated STEM education and its implementation. The qualitative findings confirmed and explained the quantitative findings. Additionally, participants believed that teachers' knowledge, preparation, motivation, and professional development in integrated STEM education as well as school setting were the most important obstacles that challenged the implementation of integrated STEM education. Based on the results, I recommend an integrated STEM education degree to prepare future STEM teachers and start an awareness campaign to educate people about STEM literacy and its importance for the country's future.
Download or read book Saudi Pre service Elementary Teachers Attitudes Toward Teaching Science written by Ataallh Alatoai and published by . This book was released on 2016 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: Science education studies show that many preservice science teachers have negative attitudes toward teaching science, yet they are expected to teach it in an effective manner. Previous studies on preservice science teachers’ attitudes have focused on studying their attitudes toward teaching science as a single concept, yet the literature shows that attitudes should be studied as a psychological construct consisting of cognitive beliefs, affective states, and perceived control beliefs. There is a dearth of research on preservice science teachers’ attitudes toward teaching science. Specifically, no such study has been conducted before in Saudi Arabia using this manner of exploring attitudes. As such, this convergent parallel mixed-methods study had threefold aims: to explore Saudi preservice elementary teachers’ attitude dimensions toward teaching science, including their cognitive beliefs, affective states, and perceived control beliefs; to establish the relationship between preservice elementary teachers’ cognitive beliefs, affective feelings, and perceived control dimensions; and to determine the underlying reasons for preservice elementary science teachers’ attitude dimensions toward teaching science. The data was collected by using a questionnaire made up of two sections: the quantitative section was a DAS survey developed by van Aalderen-Smeets and Walma van der Molen (2013), and the qualitative section comprised open-ended questions. The reason for using a mixed-methods design was to gain a comprehensive understanding of the collected information. The study was conducted among 92 Saudi preservice science teachers at a large university in western Saudi Arabia. Data was analyzed by using T-tests, ANOVA, and the Pearson correlation for the quantitative data, and a thematic analysis approach for the qualitative data. The results of the survey showed that most preservice science teachers have positive attitudes’ dimensions toward teaching science. The results of the qualitative data also supported these results and yielded 19 themes regarding the factors that impact preservice science teachers’ attitudes’ dimensions. The implications of these results for future research and practicum training are discussed herein.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Saudi Science Teachers Perceptions of the Effectiveness of the Saudi Arabian Ministry of Education s Professional Development Program written by Alaa Alsubhi and published by . This book was released on 2020 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the 2007-2008 academic year, the Saudi Ministry of Education (MoE) introduced a new science curriculum in all public schools across all grades in an effort to modernize its public education curriculum (Almuntasheri, Gilles, Wright, 2016; Mansour & Al-Shamrani, 2015). This new curriculum, based on an Arabic translated version of the McGraw-Hill science series curriculum, emphasizes student-centered and inquiry-based learning within a constructivist framework (Almuntasheri et al., 2016; Mansour & Al-Shamrani, 2015). In order for this new curriculum to be effectively implemented given its substantial difference from previous curricula, the MoE began instituting professional development (PD) programs for Saudi science teachers throughout the country, with separate programs for male and female science teachers; however, the effectiveness of these PD programs has not been systematically investigated. To address this gap, the study conducted in this dissertation involved a survey of 68 male secondary school science teachers in the South District of Makkah, Saudi Arabia regarding the effectiveness of PD programs they participated in that aimed at implementing the new science curriculum. The survey questionnaire was based on a translated version (English to Arabic) of an instrument developed and previously used by Williams (2014), Lowden (2003), and Liguori (2000), which were adapted from Guskey's (2000, 2002) PD evaluation model. The results were analyzed using descriptive statistics, which are reported and discussed in the present dissertation. Major findings include the reported lack of qualified trainers and lack of support for PD.
Download or read book STEM in Science Education and S in STEM written by and published by BRILL. This book was released on 2021-01-11 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume focuses on the reform and research of STEM education from international perspectives considering the sociocultural perspectives of different educational contexts. It shows the impact of political and cultural contexts on the reform of science education.
Download or read book Preservice Mathematics Teachers Perceptions of Using a Web 2 0 Technology as a Supportive Teaching learning Tool in a College Euclidean Geometry Course written by Md. Mokter Hossain and published by . This book was released on 2012 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt:
