تصورات معلمي العلوم لفاعلية توظيف التعلم المدمج في المدارس الخاصة الأردنية في ضوء متغيري المؤهل العلمي والخبرة من وجهة نظرهم
Abstract
ملخص
استهدفت الدراسة تعرف تصورات معلمي العلوم لفاعلية توظيف التعلم المدمج في المدارس الخاصة الأردنية في ضوء متغيري المؤهل العلمي والخبرة من وجهة نظر المعلمين أنفسهم، وفيما إذا كانت هذه التصورات تختلف باختلاف المؤهل العلمي، وعدد سنوات الخبرة. ولتحقيق أهداف الدراسة تم استخدام المنهج الوصفي، ولجمع البيانات تم تطوير استبانة مكونة من (37) فقرة، وموزعة على ثلاثة مجالات هي (المعلم، والطالب، والبيئة التعليمية). تكونت عينة الدراسة من (123) معلمًا ومعلمةً من معلمي العلوم في المدارس الخاصة الأردنية في المرحلة الأساسية العُليا التابعة للواء قصبة عمان. وقد أظهرت نتائج الدراسة إلى أن درجة تصورات معلمي العلوم للمرحلة الأساسية لفاعلية توظيف التعلم المدمج كانت مرتفعة، إضافة إلى عدم وجود فروق تعزى لكل من متغيري المؤهل العلمي وعدد سنوات الخبرة، وأوصت الدراسة بأهمية توظيف التعلم المدمج وضرورة عقد دورات تدريبية لمعلمي العلوم لزيادة وعيهم بفاعلية توظيف التعلم المدمج.
Science Teachers' Perceptions of the Effectiveness of Employing Blended Learning in Private Schools in the Light of the Variables of Scientific Qualification and Experience from Their Point of View.
Abdullah Mohammed Shihab
Abstract
The study aimed to identify the perceptions of science teachers for the effectiveness of employing blended learning in Jordanian private schools in the light of the variables of educational qualification and experience from the point of view of the teachers themselves, and whether these perceptions vary according to educational qualification and the number of years of experience. To achieve the objectives of the study, a descriptive method was used. To collect the data, a questionnaire of (37) items was developed and distributed over three areas (teacher, student, and educational environment). The sample of the study consisted of (123) science teachers in Jordanian private schools in the high perception degree secondary stage in the district of Amman. The results of the study showed that the perceptions of the basic stage science teachers for the effectiveness of the employment of blended learning was high, in addition to the absence of differences due to both the variables of scientific qualification and the number of years of experience. The study recommended the importance of employing blended learning and the need to hold training courses for science teachers to increase their awareness of the effectiveness of employing integrated learning.
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DOI: http://dx.doi.org/10.35682/1238
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