Evaluating the Teaching Performance of Secondary School Science Teachers in Asir Education Department According to the Engineering Design Processes

Al-Shahrani, Rana Mufleh Saud

doi:10.21608/edusohag.2022.251406

Evaluating the Teaching Performance of Secondary School Science Teachers in Asir Education Department According to the Engineering Design Processes

Document Type : Original Article

Author

Rana Mufleh Saud Al-Shahrani

Curriculum and Instruction Department, College of Education, King Khalid University, Kingdom of Saudi Arabia

10.21608/edusohag.2022.251406

Abstract

This research aimed to identify the level of engineering design processes among science teachers in the secondary stage specialized in (physics, chemistry, and biology) in Asir Education Department, and to investigate the differences attributed to the gender and specialization variables. The descriptive survey method was used and the sample random sample of (110) male and female from the research community itself, teachers using the engineering design processes checklist consisting of (6) main processes: inquiry, investigation, imagination, planning, creativity, experimentation and improvement, and communication and (30) sub-statements. The results showed that the engineering design operations were weak as a whole, and for the sub-processes separately. The results also showed that there were no statistically significant differences at (α = 0.05) level in the teaching performance attributed to the variables of gender and specialization. The research recommended intensifying training programs and courses to train teachers to employ engineering design processes in explaining science topics.

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