الصعوبات العلمیة لدى معلمی الفیزیاء بالمرحلة الثانویة وعلاقتها بالتصارع المعرفی والتفکیر المجرد لدى طلابهم

Abstract

The present research aims to study the scientific difficulties encountered by secondary school physics teachers and their relationship to students' cognitive conflict and abstract thinking; for achieving this aim a list of 73 common scientific difficulties was prepared. This list was used in the construction of a test to measure the levels of scientific difficulties of secondary school physics teachers. A cognitive conflict scale and abstract thinking test were prepared. The difficulties test was applied to 24 secondary school physics teachers. One of the classes of each teacher was selected in order to apply the cognitive conflict scale and the abstract thinking test. The results showed that the physics teachers suffer from many scientific difficulties which amounted to 43.5% of the total score of the test. There was a lack of the students' ability to interpret the conflicting events in the cognitive conflict scale, as well as the high level of cognitive conflict among secondary school students. The research also found that there is a weakness in the level of abstract thinking among secondary school students. A positive correlation between the physics teacher scientific difficulties and their students' cognitive conflict has been proved. A negative correlation between the physics teacher scientific difficulties and their students' abstract thinking has been proved. Based on the results, the research recommends including the common scientific difficulties to the preparation programs during the undergraduate, as well as professional development programs.