فهم طبيعة العلم عند مدرسي الفيزياء على وفق وثيقة الإصلاح (AAAS) وعلاقته بالثقافة العلمية المفاهيمية والاجرائية لطلبتهم

Abstract

The current research aims to identify (the understanding of the nature of science among physics teachers according to the AAAS reform document and its relationship to the conceptual and procedural scientific culture of their students). The research sample included two samples, one representing second-grade intermediate physics teachers and the other representing second-grade intermediate students. The researcher adopted the Nature of Science test according to Project (2061) with its instructions to the researcher (Ayash, 2008) in the Hashemite Kingdom of Jordan for the science teacher category. He also prepared a conceptual and procedural scientific culture test for intermediate-grade students. In addition, a survey study was conducted on a sample representing a number of teachers distributed across Rusafa schools (first, second, and third) from the research community, not from the original sample, to clarify the clarity of the instructions and paragraphs for teachers regarding the Nature of Science test. As for the conceptual and procedural scientific culture, a survey sample representing a group of male and female students from the research community was taken. Statistical methods were used (difficulty coefficient, discrimination coefficient, false alternatives effectiveness coefficient, and Kuder- Richardson-20, a single-sample t-test, Pearson's correlation coefficient, and one-way analysis of variance. Therefore, the researcher concluded that it is necessary to utilize the recommendations of Project 2061, presented by the American Association of Science Teachers, to include the nature of science in pre-service science teacher preparation programs. He also called for developing qualifying courses for physics teachers that take into account teachers' commitment to making the nature of science, according to the AAAS Educational Reform Project 2061, a primary goal of science education in teaching physics content. This is intended to enhance their understanding of the nature of science and positively impact their students' conceptual and procedural scientific culture. Therefore, the researcher developed a set of proposals regarding the understanding of the nature of science among secondary and intermediate physics teachers, according to the AAAS, and its relationship to functional scientific culture on the one hand, and to variables of specialization, gender, and academic qualifications on the other.