The Degree of Scientific and Engineering Practices among Science Teachers according to Next Generation Science Standards at Najran Region, Saudi Arabia

Abstract

This study investigated the degree of scientific and engineering practices among science teachers according to Next Generation Science Standards at Najran region, Saudi Arabia. The study targeted science teachers (N=157) at all public educational levels in Najran. A descriptive approach was employed and a questionnaire was designed for collecting the required data. The findings revealed that the degree of science teachers' practices of the scientific and engineering standards was high in six dimensions: (Building scientific interpretations and designing engineering solutions, planning and executing investigations, analyzing and interpreting data, using mathematical calculation and thinking, relying on scientific argument and evidence, and gathering, evaluating and transmitting information to others); it was moderate in two dimensions: (asking questions and problem solving, and developing and using models). No statistically significant differences attributed to the variables of gender, years of experience in education, and qualification were found. The study recommends designing training programs according to the Next Generation Science Standards to support science teachers' use of scientific and engineering practices during teaching, namely the standards that teachers practice to a moderate or low degree as revealed by the study.