واقع تنفيذ معلمي العلوم للتجارب العلمية لدى الطلبة الموهوبين في مدارس الموهوبين في الأردن دراسة نوعية

Abstract

The aim of this study was to explore the status of implementing science experiments by science teachers who teach gifted students in Jordan. Randomly selected (65) science lessons, taught by (13) teachers were videotaped and viewed. The results revealed a low level of implementation of science experiments in teaching gifted students (32.3%). It was also found that there were two types of experiments implemented in this context. The first type was: (1) Verification Experiments accounting for (88.2%) of frequency where the teacher tells students in advance what they will see in the experiment. The second type was (2) Inquiry Experiments which accounted for (11.8) of frequency where students were given a role in planning, researching, implementing, and report writing. The study recommended the use of inquiry-based learning in teaching science for gifted students with regard to implementation of science experiments.