Gauging the Level of Reflective Teaching Practices among Science Teachers

Abstract

The study aimed at detecting the level of reflective teaching practices used by science teachers in classrooms. It sought to examine the potential alteration of these practices in terms of some variables, namely gender, qualification, experience, and load. The population consisted of all science teachers of physics, chemistry, and biology in the Bani Kenana educational directorate, Jordan. A representative sample of 256 teachers participated in this research work. The study adopted a twenty-seven-item questionnaire for data collection, used the SPSS program for data analysis, and provided statistical measures. The results indicated that the degree of employment of reflective teaching practices by science teachers was somewhat low but also varied depending on the kind of questions raised. They also demonstrated that there were statistically significant differences at the level of (α = 0.05) in the degree of employment of reflective teaching practices due to teachers' gender. However, the results also showed that there were no statistically significant differences for the variables of qualification, experience and load. Henceforth, the study recommended the urgent need of providing teachers with professional development programs for instructing them and raising their awareness of the utility of reflective teaching practices. The study also recommended the supplementation of all disciplinary teacher guides with efficient mechanisms for furthering reflective teaching practices.

Flipping the Classroom for Optimizing Undergraduate Students’ Motivation and Understanding of Medical Physics Concepts

“…This endeavor had good returns on their time of hard work. In this perspective, the outcomes of this study corroborate this form of blended learning (Bawaneh, Moumene, & Aldalalah, 2020;Broman & Johnels, 2019;Janet, 2019;Jyothia & Penman, 2017;Ollermann, 2019;Plump & LaRosa, 2017;Villalba et al, 2018).…”

“…Now, with the pervasive availability of information technology, the use of the flipped classroom has become more feasible. E-learning, the Learning Management Systems and other electronic means play a great role in assigning reading materials to students to review them at home before attending the classroom (Bawaneh, Moumene, & Aldalalah, 2020). Nowadays, what lends support to the use of the flipped classroom is the availability of great quantities of online resources and YouTube videos.…”

“…The study confirmed the first undertaken hypothesis that the flipped classroom enhances students' understanding of Medical Physics concepts. There is a great difference between students who come prepared to the classroom just to discuss the topic and those who come unprepared seeking new information from the teacher as the unique source of knowledge (Bawaneh, 2019;Bawaneh, Moumene, & Aldalalah, 2020;Bawaneh, Zain, & Salmiza, (2010b). Unlike traditional lectures, the flipped classroom allows students to devote out of class time to plan and build up their own lessons to be ready for classroom discussion.…”

“…Students following conventional teaching methods expect their teachers to provide them with all the bits and pieces of the course contents. They rely on spoon-feeding and rote memorization to regurgitate the absorbed contents on the day of the exam (Bawaneh, Moumene, & Aldalalah, 2020;Bawaneh, Zain, & Salmiza, 2010a;Moumene, 2010). This form of passive learning where students are considered as empty recipients to be filled up by teachers will inevitably not last long but will spawn parroting generations only fit for delivering their noble message through mimicry in their career.…”

Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century

“…The existing research highlights that there has been an increase in conflicts, school harassment, school violence, and disruptive behaviour in classrooms by students in the last decade [1][2][3]. It is also true that the health situation of the pandemic caused by the coronavirus disease 2019 (COVID-19) outbreak imposes serious restrictions on both the evolutionary development of the students as well as their motivation, social development, and academic progression [4][5][6]. Therefore, in these times of uncertainty, we require clear and front-line classroom proposals that will allow us to successfully overcome the situation and work among our students in these educational stages.…”