Female Science Teachers Research Articles

Examining Bhutanese Science Teachers’ Epistemic Views of Scientific Inquiry

AbstractScientific inquiry is regarded as the bedrock of science education in Bhutan. Bhutanese science teachers, for example, are increasingly required to possess accurate and deep epistemic views of scientific inquiry. Hence, this cross-sectional study was carried out to examine Bhutanese science teachers’ epistemic views of scientific inquiry. The study recruited 301 science teachers using convenience and snowball sampling procedures. Data was collected using Views About Scientific Inquiry (VASI) questionnaire administered through an online survey mode and analysed using descriptive statistics and inferential statistical methods. Findings from this study revealed Bhutanese science teachers as being ignorant of epistemic aspects related to questions and hypotheses, procedures of investigations, results, and procedures of investigations, scientific data and scientific evidence, and scientific explanations and scientific theories. The independent sample t-test revealed no significant difference between Bhutanese male and female science teachers’ epistemic views of scientific inquiry (p > .05). The one-way ANOVA revealed significant differences amongst Bhutanese science teachers’ epistemic views of scientific inquiry based on academic qualification (p < .05). The Tukey HSD post hoc test, however, showed the differences existing only between science teachers with master’s degree and certificate qualification in favour of the former (p < .05). The three-way ANOVA revealed Bhutanese science teachers’ epistemic views of scientific inquiry as being independent of individual and interaction effects of school type, teaching subject, and teaching experience (p > .05).

The Relationship Between the Understanding of the Nature of Physics, Achievement Motivation toward Students’ Preferences of Physics among Teachers in Oman

This study aimed to elucidate the relationship between the understanding of the Nature of Physics (NOP) and Achievement Motivation (AM) in relation to students’ Preferences for Physics (SPP) among teachers in Oman. Additionally, the study aimed to investigate whether Am mediates the relationships between the independent variables. The sample of this study consisted of (523) male and female science teachers from all governorates of Oman. The study followed a quantitative method design and was analyzed using Structural Equation Modeling (SEM). The findings indicated significant positive relationships among NOP, Am, and SPP. The results demonstrated that NOP significantly influenced SPP among teachers. Furthermore, Am was found to mediate the relationships between NOP and SPP.

The effectiveness of a suggested professional ‎development program in enhancing nano-literacy for secondary school ‎female science teachers

The effectiveness of a suggested professional ‎development program in enhancing nano-literacy for secondary school ‎female science teachers

The Level of Academic Integrity among Secondary Stage Science Teachers in Virtual Learning Environments in the City of Irbid

This study sought to determine the level of academic integrity of science teachers in virtual learning environments. The study sample consisted of (276) male and female science teachers for secondary school, from Irbid directorate of eduation. To achieve the study objectives, data were collected using academic integrity questionnaire after the validity and reliability of the test were assured. The results of the study showed that the level of academic integrity among teachers was moderate. Statistical significant differences were found in the level of academic integrity due to the gender variable, in favor of male teachers, and no statistical significant differences due to experience and specialization variables.

The Technological Pedagogical Content Knowledge Dimensions Among Middle School Female Science Teachers According to the “TPACK” Framework

This study aimed at examining the mastery levels of the Technological Pedagogical Content Knowledge dimensions among middle school female science teachers according to the “TPACK” framework. A descriptive survey design based on questionnaire was used. A total number of (97) teachers were selected by convenience sampling. Data was collected by a technological pedagogical content knowledge questionnaire developed by the researcher. The results revealed that the general means of the questionnaire amounted to (3.096), which indicates an average level of mastering the dimensions of technological pedagogical content knowledge among middle school female science teachers in light of the "TPACK" framework. The content knowledge ranked first, as the highest dimension- with a “large” rate and means amounting to (3.868), while the technological pedagogical content knowledge dimension came last with a “weak” rate and means amounting to (1.997). The results also showed that there were significant differences that could be attributed to the variables of academic qualification, and the number of training courses in technology. The study recommended taking advantage of the results reached by this study as a basis for identifying the training needs of middle school female science teachers in light of the “TPACK” framework, thus developing appropriate programs for the professional development of female teachers. The study also suggested conducting a study investigating the teaching performance levels of middle school female science teachers using observation cards.

La mixité scolaire au prisme du genre : analyse des facteurs de la faible fréquentation des filières scientifiques par les filles dans l’académie de Tambacounda au Sénégal

This study aims to analyse the low attendance of science courses by girls in the Academy of Tambacounda. To do this, our methodological approach is mixed because it is based on both interviews, class observations and a questionnaire survey. The analysis of the data collected shows that the low attendance of science courses by Tambacoundoises can be explained by four main factors : psychological (stereotypes about maths), situational (scarcity of female science teachers), but also and above all social (lack of time and resources). That said, in the world as in Senegal, the arrival of waves of researchers in the experimental sciences, as well as all these laws on parity gender equity, are helping to reverse the trend.

High Turnover of Male Science Teachers Over Female Science Teachers in Public Secondary Schools in Ekiti State, Nigeria

This study sought to investigate the disparity in turnover rates between male and female science teachers in public secondary schools in Ekiti State, Nigeria, and examined differences in their conditions of service. Utilizing an ex-post facto research design, data were collected from 712 science teachers and 112 principals from a selection of 112 schools, drawn from a population of 2,950 science teachers and 205 principals. A specially designed inventory, "Science Teachers Turnover Inventory (STTI)," was employed for data collection. The study found a significant difference in turnover rates between male and female science teachers. The calculated t-value (t-cal) of 5.771 exceeded the critical t-value (t-table) of 1.96 at a 0.05 level of significance, leading to the rejection of the first null hypothesis. However, the analysis revealed no significant difference in the conditions of service for male and female science teachers. The t-cal (1.02) was less than the t-table (1.96) at a 0.05 level of significance, leading to the retention of the null hypothesis. The results indicate a need for policy changes to address the high turnover of male science teachers in Ekiti State's public secondary schools, potentially impacting the quality of science education. Recommendations include encouraging male science teachers through special allowances and funding in-service training programs to improve their retention and professional development.

Girls’ participation in science education: structural limitations and sustainable alternatives

ABSTRACT Efforts to attract and retain women in science are increasing, yet girls and women are persistently underrepresented in science education worldwide, limiting their preparation for, access to, and opportunities in science-related careers as adults. Based on qualitative research conducted in six secondary schools in Tanzania and informed by UNESCO's Ecological Framework for Female Participation in Science, this study explored structural limitations and sustainable alternatives to girls’ participation in science education. The study identified a number of structural limitations, including the dominance of patriarchal ideologies about science, the lack of female science teachers, inadequate resources for science learning and heavy domestic workloads. Similarly, increasing the supply of teaching and learning resources, motivating female students to study science, and raising awareness among students, teachers, parents and community members of the importance of girls’ participation in science education were identified as key sustainable alternatives. Overall, interventions to address cultural and social norms related to gender stereotypes and gender equality in policies, legislation, media and teachers’ pedagogical practices are essential to promote girls’ participation in science education.

BUILDING UP FEMALE SCIENCE STUDENTS’ SOCIAL PROVISION: EXPLORING SCIENCE TEACHERS’ PERSPECTIVES OF THE IMPACT OF CO-CURRICULAR ACTIVITIES ON FEMALE SCIENCE STUDENTS’ SOCIAL DEVELOPMENT AFTER THE COVID 19

Co-curricular activities are a compulsory part for female science students at every level to expand their abilities in various ways. The study aims to explore the role of co-curricular activities in the social development of female science students at the higher secondary levels. Co-curricular activities can give early preparation to girls as far as social skills, people skills, identity, and networking among students. This study used a semi-structured interview to explore the science teachers’ views on the role of co-curricular activities in the social development of female science students. The sample includes science teachers involved in teaching and organizing various co-curricular activities. Findings showed that both male and female science teachers showed a positive response about the role of co-curricular activities in expanding female students’ social skills and networking. According to science teachers, science students participate majorly in activities like painting, speeches, quizzes and photography rather less participate in organizing events or farewell parties. Data indicated that girls take advantage of co-curricular activities mostly from physical activity or brain activity like quizzes. The Science teachers pointed out that the main hindrance for the science students is just because of longer hours study habits, culture; weather, and their typical family settings which do not let them fully participate in co-curricular activities. This study concluded that the co-curricular activities balance female science students’ personalities in their academics and social setup. This study recommends parents and Science teachers let the female students participate in more co-curricular activities to develop them socially, as well as academically. Keywords: Co-curricular, Science Education, Social Development, Events, Networking

An Appraisal of the Perception of Continuous Assessment Practice Among Secondary School Science Teachers in Ondo State South/West Nigeria

This study explores the perception of continuous assessment practices among secondary school science teachers. Continuous assessment is recognized as a valuable tool for enhancing teaching and learning outcomes by providing ongoing feedback and identifying student’s strength and weaknesses. However, there are challenges and misconceptions surrounding its implementation. Through a comprehensive appraisal, this study examines teacher’s perspectives in terms of gender, qualification, school type and experience. One of the findings revealed that, there is no significant difference between the perceptions of male and female science teachers on continuous assessment etc. The study offers recommendations for targeted professional development, curriculum alignment, standardization, supportive policies and collaborative practices to enhance the perception and practice of continuous assessment among secondary school science teachers. Implementation of these recommendations has the potential to improve the quality of science education and students learning outcomes. Keywords: Perception, Science Teachers, Cognitive, Affective, Psychomotor. Proceedings Citation Format Boris, O.O. Ajogbeje, O.J. & Ekiugbo, U.E. (2022): An Appraisal of the Perception of Continuous Assessment Practice Among Secondary School Science Teachers In Ondo State South/West Nigeria. Proceedings of the 31st Accra Bespoke Multidisciplinary Innovations Conference. University of Ghana/Academic City University College, Accra, Ghana. Pp 147-160 www.isteams.net/ghanabespoke2022. dx.doi.org/10.22624/AIMS/ABMIC2022P30

Teaching 21st Century Skills in Saudi Arabia with Attention to Elementary Science Reading Habits

Saudi Arabia’s Vision 2030 urges the teaching of 21st century skills. This study involved female elementary science teachers (n = 55) and students (n = 232) (intentionally taught using science reading and not intentionally taught this way) in two offices of a Saudi Eastern Province school board. Descriptive statistical analyses of teachers’ beliefs and students’ thoughts on science reading revealed key results. Most teachers believed that students had a high degree of eagerness and passion to learn science, were always passionate and eager to read scientific texts, had a high desire to participate in class discussions of scientific readings, and had a moderate understanding of what they had read. However, the students were more ambivalent. Students who were intentionally taught using science reading scored higher on reading tendencies than those not intentionally taught this way. These statistically insignificant results were interpreted to further garner insights into the Saudi context that is fully grounded in Islam, which deeply values reading.

Level of Supervisory Competencies among Female Academic Supervisors and Female Part-Time Science Teachers from Female Student-Teachers’ Perspectives

This study investigated the level of supervisory competencies among female academic supervisors and female part-time science teachers from the perspective of female student-teachers in Najran University, Saudi Arabia. To achieve the study objective, the comparative descriptive method was used and a questionnaire was designed to collect data from the study sample which consisted of (72) female student-teachers in the practicum course from the departments of Chemistry and Physics. The study results revealed that the level of supervisory competencies of the academic supervisor was high, while the degree of supervisory competencies of part-time science teachers was average. The results also showed that there were no statistically significant differences at the level (0.05) for the supervisory competencies of the academic supervisors and the part-time science teachers that could be attributed to the variables of discipline (chemistry-physics) and the type of supervision (face to face- online). The study concluded with some recommendations, including conducting awareness-raising training courses for female part-time science teachers on the roles assigned to them in order to facilitate the practicum period for the student-teachers.

“My Curriculum Has No Soul!”: A Case Study of the Experiences of Black Women Science Teachers Working at Charter Schools

ABSTRACT This qualitative case study examines the experiences of three Black female science teachers who experienced and participated in the triumphs and failings of today’s charter school system while teaching Black and Brown students. Using Critical Race Theory and Culturally Relevant Pedagogy as frameworks, the findings of the study revealed that the teachers explained the rationale behind how and why they teach science to Black and Brown students, the actions that define their thinking (both positive and negative), and the personal and professional repercussions for being a Black woman science teacher working at a Charter Management Organization (CMO). Based on these findings, we suggest that science teacher educators encourage teachers to take risks by engaging in socio-political consciousness through curriculum redesign. Disrupting the White status quo requires science teacher educators to practice culturally relevant teaching themselves.

EVALUATION OF SUSTAINABLE DEVELOPMENT GOAL 4 ON GENDER AND BASIC SCIENCE TEACHERS’ PEDAGOGICAL SKILLS IN SOKOTO STATE, NIGERIA

This study is on evaluation of sustainable development goal 4 on gender and Basic Science teachers’ pedagogical skills in Sokoto State, Nigeria. It was a descriptive study in which a survey research design was employed. The population for this study was 241 Basic Science teachers. The sample of teachers used in the study was 107 (51 SDG trained teachers and 56 non-SDG trained teachers). Basic Science Teachers’ Pedagogical Skill Questionnaire (BSTPSQ) was the instrument used for data collection. One research question and one research hypothesis was stated and analyzed. The finding revealed no significant difference between male and female teachers’ pedagogical skills of teachers trained under SDG and those not trained under SDG in Sokoto State. It was therefore recommended that pedagogical skills of male and female Basic Science teachers should be appraise periodically by the education inspectors.

Obstacles to Creative Teaching Among Male and Female Science Teachers in the Schools of Wadi As-Seir, Jordan

This study aimed at identifying obstacles to creative teaching among male and female science teachers in the schools of Wadi As-Seir, Jordan. The study population consisted of all male and female teachers who teach science for the basic stage in Wadi As-Seir District schools in Amman Governorate during the first semester of the academic year (2020/2021), and their number was (120) teachers. The study sample included (65) male and female teachers who responded to this study. To achieve the objectives of the study, a questionnaire was developed and used. The results of the study showed that the obstacles to creative teaching among male and female science teachers in the schools of Wadi As-Seir were very significant. There were no statistically significant differences attributed to the variables of gender and years of experience.

Obstacles to Creative Teaching Among Male and Female Science Teachers in the Schools of Wadi As-Seir, Jordan

This study aimed at identifying obstacles to creative teaching among male and female science teachers in the schools of Wadi As-Seir, Jordan. The study population consisted of all male and female teachers who teach science for the basic stage in Wadi As-Seir District schools in Amman Governorate during the first semester of the academic year (2020/2021), and their number was (120) teachers. The study sample included (65) male and female teachers who responded to this study. To achieve the objectives of the study, a questionnaire was developed and used. The results of the study showed that the obstacles to creative teaching among male and female science teachers in the schools of Wadi As-Seir were very significant. There were no statistically significant differences attributed to the variables of gender and years of experience.

Obstacles to Creative Teaching Among Male and Female Science Teachers in the Schools of Wadi As-Seir, Jordan

This study aimed at identifying obstacles to creative teaching among male and female science teachers in the schools of Wadi As-Seir, Jordan. The study population consisted of all male and female teachers who teach science for the basic stage in Wadi As-Seir District schools in Amman Governorate during the first semester of the academic year (2020/2021), and their number was (120) teachers. The study sample included (65) male and female teachers who responded to this study. To achieve the objectives of the study, a questionnaire was developed and used. The results of the study showed that the obstacles to creative teaching among male and female science teachers in the schools of Wadi As-Seir were very significant. There were no statistically significant differences attributed to the variables of gender and years of experience.

Bhutanese science teachers\u2019 perceptions of the nature of science: a cross-sectional study

This study investigated Bhutanese science teachers’ conceptions of the nature of science (NOS). The study recruited 225 Bhutanese science teachers based on convenient and snowball sampling techniques. The data was collected using the Myths of Science Questionnaire (MOSQ). The MOSQ was designed on Google Forms and administered through the online survey mode. The data was analysed using descriptive statistics in terms of the measure of frequency supported by science teachers’ open-ended written responses, Independent Sample t-test, and One-way Analysis of Variance (ANOVA). Findings from descriptive statistics showed that Bhutanese science teachers considerably lacked clear understanding of the NOS in terms of scientific knowledge, scientific method, scientists’ work, and scientific enterprise. The Independent Sample t-test showed that there was no statistically significant difference between Bhutanese male and female science teachers’ perceptions of the NOS with p > .05. The One-way ANOVA test revealed statistically significant differences amongst Bhutanese science teachers’ perceptions of the NOS based on their academic qualifications with p < .05. The Tukey Post-hoc test, however, revealed that Bhutanese science teachers’ perceptions of the NOS based on academic qualifications was significant only between teachers with postgraduate diploma and doctor of philosophy.

Classroom control methods and Students’ learning, Science Teachers’ perspectives; Soran City high schools as an example

Abstract This study aims at investigating the methods of classroom control by teachers and their relationship with high school students' learning from the perspective of teachers of science courses in Soran city. The study samples included 102 high school science teachers in four sub-districts of Soran city (48 females and 54 males) who were selected by Census method in 25 schools. The data collection tool is a researcher-made questionnaire. In order to design a researcher-made questionnaire, through an open questionnaire form, interviews were conducted with 15 teachers of scientific courses in four high schools about control methods. Based on the findings of the interview, a questionnaire with a five-point Likert scale was prepared, and it is validity and reliability were confirmed. Data analysis was performed by SPSS software. The results showed that "pre-class preparation and strengthening of scientific information" this method is the highest common method of classroom control used by science teachers in Soran city, and the most related item to students' learning (correlation coefficient = 0.31 and average = 4.85). The item of method "Student Advise" has a negative significant relationship with the student learning level (β = -0.167). Moreover, the results revealed that there is a significant difference in the use of control methods between male and female science teachers. In the end, there is also a significant relationship between classroom control methods and teacher's years of Experience, science teachers with less work experience seem to expel the students from the classroom more, and teachers with high work experience seem to avoid such behavior. It is recommenced for the teachers and managers to pay attention to these results and to use the appropriate strategy to strengthen the control and management methods.

High School Science Teachers’ Professional Development Experiences in the United Arab Emirates

ABSTRACT This study aims to explore public high school teachers’ professional development (PD) experiences in Al Ain, United Arab Emirates, using (SWOT) analysis, strengths, weaknesses, opportunities and threats. Using a mixed-methods approach with an exploratory sequential design, the study population comprised 150 male and female science teachers from the Al Ain Education Office participating in two phases. The first phase involved semi-structured interviews with a subset of the science teachers (N = 20) and the second phase involved a questionnaire survey completed by a larger subset of the total participants (N = 150). The findings revealed the following strengths in teachers’ PD: improved knowledge and skills; new discoveries; different methods of experimentation; and the opportunity for technology integration. Some weaknesses and areas identified for improvement included language barriers, theory-heavy activities, a lack of contextual relevance, the amount of time involved, high teaching loads, school support, and the difficulties associated with specific content and contexts. Based on the findings of the present study, the author recommends a model of continuous professional development (CPD) that can be adapted both to the varied needs of individual schools and the needs of the subject, content, and context. Also, using digital platforms for training and exchanging expertise and experience, as well as adopting best practices, would be advantageous.