This study aims at investigating the perceptions of science teachers in Omani Basic Education schools regarding the difficulties they face in using creative teaching methods in the classrooms. The sample comprised 130 science teachers of basic education schools in the governorates of Muscat and the Interior. For the purpose of the study a 42-item questionnaire covering five domainsteacher, student, subject, school administration and other difficulties -was developed and administered by the researcher. The validity of the questionnaire was checked by a panel of experts and practitioners in science: Cronbach alpha reliability coefficient was found to be 0.923. Results revealed that the main difficulties that teachers encounter when using creative teaching methods are: exclusion of topics that may promote creativity from textbook content, inadequate pre-and in-service training, discouraging teachers thinking creatively, teachers' weak intrinsic motivation, their heavy workload, and the absence of a free academic atmosphere. The results also show no significant differences between teacher's perceptions of the difficulties in using creative teaching methods with respect to gender or the school district. A few recommendations have been proposed based on the findings.
This study aimed at investigating the science student teachers' beliefs about the nature of science and its relation to their perception of the science laboratory environment. Two instruments were used: a scale for beliefs about the Nature of Science and a Laboratory Environment Inventory. The instruments were administered to 61 students enrolled in the College of Education (Science Education) in the year 2008/2009. The findings revealed that students' strength of beliefs regarding the nature of science dimensions was in this descending order: Observation and Inference, Theories and Laws Relationships, Tentative, Social and Cultural Impact, Empirical Basis, Creativity and Human Imagination. On the other hand, students' strength of perception regarding the science laboratory environment domains was in this descending order: Materialsand Equipment, Clear Information, Integration between Theory and Practice, Students-Students and Students-Mentors interactions, open-ended tasks. Besides, there was a low to moderate correlation between some of the beliefs about Nature of Science Dimensions and Science Laboratory Environment Domains.
This study aims at investigating the perceptions of science teachers in Omani Basic Education schools regarding the difficulties they face in using creative teaching methods in the classrooms. The sample comprised 130 science teachers of basic education schools in the governorates of Muscat and the Interior. For the purpose of the study a 42-item questionnaire covering five domains – teacher, student, subject, school administration and other difficulties – was developed and administered by the researcher. The validity of the questionnaire was checked by a panel of experts and practitioners in science: Cronbach alpha reliability coefficient was found to be 0.923. Results revealed that the main difficulties that teachers encounter when using creative teaching methods are: exclusion of topics that may promote creativity from textbook content, inadequate pre- and in-service training, discouraging teachers thinking creatively, teachers’ weak intrinsic motivation, their heavy workload, and the absence of a free academic atmosphere. The results also show no significant differences between teacher’s perceptions of the difficulties in using creative teaching methods with respect to gender or the school district. A few recommendations have been proposed based on the findings.
This study aimed at investigating the science student teachers' beliefs about the nature of science and its relation to their perception of the science laboratory environment. Two instruments were used: a scale for beliefs about the Nature of Science and a Laboratory Environment Inventory. The instruments were administered to 61 students enrolled in the College of Education (Science Education) in the year 2008/2009. The findings revealed that students' strength of beliefs regarding the nature of science dimensions was in this descending order: Observation and Inference, Theories and Laws Relationships, Tentative, Social and Cultural Impact, Empirical Basis, Creativity and Human Imagination. On the other hand, students' strength of perception regarding the science laboratory environment domains was in this descending order: Materialsand Equipment, Clear Information, Integration between Theory and Practice, Students-Students and Students-Mentors interactions, open-ended tasks. Besides, there was a low to moderate correlation between some of the beliefs about Nature of Science Dimensions and Science Laboratory Environment Domains.
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