واقع توظيف مدخل بحث الدرس في تدريس العلوم بالمرحلة المتوسطة من وجهة نظر معلمي العلوم

The study aimed to identify the reality of employing the lesson research approach in teaching science at the intermediate level from the perspective of science teachers. This was achieved by identifying the requirements for employing the lesson research approach in science teaching at the intermediate level, determining the availability of the requirements for employing the lesson research approach in science teaching at the intermediate level, and developing a proposed vision for employing the lesson research approach in science teaching at the intermediate level. The study relied on the descriptive analytical approach, and a questionnaire was used as the primary tool for collecting data from a random sample of (69) intermediate science teachers in the Qunfudhah Education Department, out of a study population of (162) teachers. The results of the study showed that the sample members agreed (96%) on the importance and requirements of employing the lesson research approach in science teaching at the intermediate level for boys affiliated with the Qunfudhah Education Department. The most prominent requirements were the need for teachers to have a clear understanding of the concept and objectives of lesson research, and the need for teachers to have specialized training programs that enable them to effectively implement the lesson research approach. The results also revealed that the sample members agreed (65.3%) that the requirements for employing the lesson research approach are partially available in the educational environment. The current situation, and the most important manifestations of this availability were concentrated in the teachers’ use of various teaching strategies that support the lesson research approach. The results also showed the presence of statistically significant differences in the responses of sample members regarding the requirements for employing the lesson research approach in teaching science, attributed to the variable of specialization, which indicates that the teacher’s specialization may affect the extent of his awareness or evaluation of those requirements. The study recommended the necessity of enhancing teachers’ awareness of the concept and objectives of the lesson research approach, by organizing introductory workshops and qualification programs that contribute to building a deep understanding of this approach, and consolidate its importance in developing science teaching.
Keywords: Lesson research introduction, intermediate stage, science teachers.