IMPACT OF LONG-TERM PRACTICAL TRAINING ON SCIENCE TEACHERS’ PERFORMANCE AND THEIR ATTITUDE TOWARD CREATING A BETTER SCIENCE EDUCATION ENVIRONMENT

For the past 50 years, studying science has been a fundamental feature of the work of the science education research focusing on investigating students’ attitudes towards basic science. This piece of knowledge represents part of a research project to develop a framework that can integrate practical science activities within the teaching and learning process of school science in Qatar with a special reference to biological sciences. Our goal is to prolong teachers’ knowledge toward understanding main concepts, deep ideas and model alternatives by introducing an effective system for practicing biological science that are designed to be both” hands on” and “mind on”. Our hypothesis was as long as the teachers gained this knowledge, it will be indirectly reflected on positive student performance.

The plan was based on training in the first phase (pilot) a group of 8 grade-11 science teachers from randomly selected 8 independent schools in Qatar over a period of a full academic years for a total of 60-70 hours (3-4 hours training session /week). We also kept other 8 science teachers as control without any training courses. In every training session, teachers are trained on a specific topic according to the curriculum, then they performed the same practical session for their student in their schools. In the subsequent training session, teachers discussed feedback with their trainers and colleagues. Evaluation of the program is based on both teachers’ and students’ performances and attitudes before and after training. Evaluation was based on teachers’ general skill test, practical class observation and attitude towards science before and after training of both students and teachers in addition to comparing results with control group.

The results indicated a very significant increase in delivery skills and performance of teachers as well as the attitude toward biological science for both teachers and students. Teachers confidence in delivery of practical activities was enhanced among all trainees. A T-test analysis of students’ attitude toward, and interest in science showed a significant increase in 5 factors related to interest, belief, attitude, self-efficacy and value of science. The research is in progress and in a second phase the same number of teachers will be selected and evaluated from primary and preparatory school.