Science teachers’ perceptions of pedagogical learning theories in relation to their classroom practices
Mohamed A. Shahat 1 2 * , Abdullah K. Ambusaidi 3, Khalsa H. AlBahri 3
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1 Department of Curriculum and Instruction, College of Education, Sultan Qaboos University, Muscat, OMAN2 Aswan University, Aswan, EGYPT3 Ministry of Education, Sultanate of Oman, Muscat, OMAN* Corresponding Author

Abstract

Following up previous studies on the theory-practice gap in science teaching, this study examined teachers’ perceptions of pedagogical learning theories and their classroom applications. Using a science teachers pedagogical learning theory survey (STPLTS) consisting of one subscale on theories and another on these theories’ relationships to classroom practices–the study was conducted with a nationally representative sample of science teachers (n=350) randomly selected from grade 5 to 10 classrooms in Oman. Results indicated that the teachers had moderate to high perceptions on both subscales of the STPLTS with female teachers’ perceptions being significantly more positive compared to male teachers. Perceptions were also more positive for teachers with less teaching experience (1-9 years) compared to those with more experience (≥10 years). Furthermore, teachers with diplomas had more positive perceptions for the second subscale compared to teachers with bachelor’s degrees. This study may contribute to the literature on the classroom practices of science teachers in Arab-speaking countries.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 11, Article No: em2172

https://doi.org/10.29333/ejmste/12496

Publication date: 02 Oct 2022

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