Abstract:

This paper reports on improving practical science delivery of school science after science teachers were enrolled in a long training course that focus on effective strategy in delivery of practical activities in alignment with science curriculum standards of the schools in the state of Qatar.

Training courses were designed to be content focus, long with multisession and coherent with curriculum standards. In every training session conducted at the end of the week, teachers were trained on practical activities on a specific topic from the curriculum, selected to be in line with the academic plan provided by Ministry of Education and Higher Education, then they perform the same activities at their classes in the week to follow. In the subsequent training session, teachers reflect and discuss feedback with their trainers and colleagues. Evaluation of the program is based on both teachers’ performance and students’ achievement and attitudes toward science before and after training.

47 science teachers from 22 schools participated in these courses. The program was designed to train grades 4, 8 and 11 science teachers. Teachers were observed at their schools by trained science specialists before and after training, to assess their gained skills. The evaluation was based on a standard 4-point scale rubric which consists of 19 items that included different aspects, such as activity alignment to curriculum, real life application, understanding of principles and concepts, students’ engagement, classroom discourse, technology, feedback, experiment design, time management, safety consideration, feedback and assessment of skills and learning. The scored points of items were then summed and converted into percentages. The progress in teachers’ skills in this part of the program is the most significant progress achieved. The average percentage by primary school teachers increased from 65% before training to 83% after training. For preparatory school teachers the score increased from 52% to 87%. Secondary school teachers were observed after training and compared with control group of teachers the 24 teachers’ average score was 75% compared to the average of 61% of control group teachers. Generally male teachers outperform female teachers in chemistry and physics while female teachers outperform males in biology part.

Keywords:

Practical Delivery, Lab Activities, Science Curriculum Standards, Inquiry-based.