Knowledge Training Needs for Science Teachers of Intermediate Stage in the Light of Scope and Sequence Matrix of Science Developed Curricula
Abstract
This study aimed to identify the cognitive training needs of science teachers in the intermediate stage in the light of the range and sequencing matrix of the developed science curricula, as well as to identify the effect of some variables: the nature of the work, the experience in teaching and to achieve these objectives The researcher used the questionnaire to measure the cognitive training needs of science teachers, (140) teachers and (10) educational supervisor in Taif province. After collecting and processing the data statistically, the study reached the following results: There is a need to train science teachers in the intermediate stage in the light of the range and sequence matrix of science curricula developed in some knowledge and content to a large degree, and in others to a medium degree. The need to train science teachers in the intermediate stage on the knowledge and contents of the axis of science and technology and society comes first, followed by the pivotal science of the earth and natural sciences in second place, then the focus of scientific inquiry, and finally the axis of life science. The study recommended the need to review the training programs of science teachers in the middle stage to cover the cognitive aspects of the curricula of science developed in the light of the matrix of the range and sequencing and interest in knowledge and contents in modern science curricula developed for the axes: science, technology, society, natural sciences and earth science, and included in the program of training science teachers in the middle stage.
Keywords: cognitive needs, training, intermediate stage, sequence and sequence matrix, developed science curricula.
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