Implementing Next Generation Science Practices in Classrooms: Findings from TIMSS 2019

Autor/inn/en	Sabah, Saed; Akour, Mutasem M.; Hammouri, Hind
Titel	Implementing Next Generation Science Practices in Classrooms: Findings from TIMSS 2019
Quelle	In: Journal of Turkish Science Education, 20 (2023) 2, S.309-319 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sabah, Saed) ORCID (Akour, Mutasem M.) ORCID (Hammouri, Hind)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Achievement Tests; Foreign Countries; International Assessment; Science Achievement; Science Tests; Science Education; Science Teachers; Science Instruction; Grade 8; Construct Validity; Faculty Development; Gender Differences; Program Implementation; Jordan; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 08; 8. Schuljahr; Schuljahr 08; Geschlechterkonflikt
Abstract	This study developed and validated the Science Practice Scale (SPS) and investigated the implementation of scientific teaching practices by Grade 8 science teachers in Jordan. The responses of 235 8th grade science teachers who participated in the Trends in International Mathematics and Science Study [TIMSS] of 2019 were analysed using the Rasch measurement. We found significant evidence supporting the construct validity of the SPS scale. The results showed that the estimated difficulty level of implementing the practices varies from -1.26 logit (observing natural phenomena) to 2.27 logit (conducting fieldwork), indicating that the level of conducting field experiments was very low. The results of the t-test (t = 0.267, df = 222, p<0.55) indicated that no statistically significant differences existed between male and female science teachers in implementing scientific practices. The Ministry of Education of Jordan is encouraged to organise specific professional development programmes to promote science teachers' implementation of these practices, especially with regards to organising fieldwork and giving their pupils opportunities to design and conduct experiments and present data. The current study provides recommendations for improving the TIMSS teacher questionnaire and introduces suggestions for further research. (As Provided).
Anmerkungen	Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01