دَوْرُ مُعَلِمي الْعُلُوم فِي تَنْمِيةِ عَمَلِيَاتِ الْعِلم لَدَى طَلَبَة الْصُفوف (5-10) بسَلْطَنَةِ عُمَان: دراسة تحليلية من وجهة نظر المشرفين

THE ROLE OF SCIENCE TEACHERS IN DEVELOPING OF SCIENCE OPERATIONS AMONG GRADES (5-10) STUDENTS IN THE SULTANATE OF OMAN: ANALYTICAL STUDY THROUGH THE SUPERVISORS’ PERSPECTIVE

Abstract

This quantitative research focuses on the role of science teachers in the development of science operations among students in South Sharqia Governorate, through the supervisors’ perspective. The problem emerged through the researcher's experience as a science supervisor, when he noted the lack of most science teachers, the skills of the processes of science during teaching. This resulted that the students’ collection in science at grades (5-10) was low. Therefore, this research aims to discuss the role of science teachers in developing the students’ science processes at those classes in the Sultanate of Oman, through their supervisors’ perspective, and to detect the impact of gender, specialization, and experience variables. The descriptive approach were used, a questionnaire were designed, consisting of (32) paragraphs for basic science operations, and (20) paragraph for complementary science processes. The study sample was (159) supervisors. The findings revealed that, the role of science teachers was average in basic skills and low in integrative skills. With significant differences, due to variables of gender, where females benefit in basic skills, in favor of biology, versus physics and chemistry, as well as variables of supervisory experience. The researcher recommended Science courses must contain activities in complementary science skills.