Effectiveness of a Proposed Training Program for Grade 11 Chemistry Teachers to Acquire Chemistry Conceptual Problem Posing and Solving Skills

The aim of the current study was to investigate the effectiveness of a proposed training program for grade 11 chemistry teachers to enhance their chemistry conceptual problem posing and solving skills. The sample was based on one group of sixteen chemistry teachers from various schools in the Dakhelyah Governorate of the Sultanate of Oman. They were ponded training in a three day workshop on how to pose and solve chemistry conceptual problems, by using  the proposed strategies suggested by the researchers. Pre and post chemistry conceptual problem posing and solving tests were applied to the sample of the study designed by the researchers. The results demonstrated statistically significant differences at ( α= 0.05) on chemistry conceptual problem posing and solving skills, among chemistry teachers between pre and post tests in favor to post tests. Recommendations and suggestions were provided based on the findings

The Effect of Using Critical Thinking Activities on Knowledge Monitoring in Science of Seventh Graders in the Sultanate of Oman

The aim of the current study was to investigate the effects of using critical thinking activities in the classroom to enhance and develop students’ knowledge monitoring and whether knowledge monitoring predicts students’ academic achievement in Science. Fifty females were randomly selected from the seventh grade at one of Al-Saeeb province schools in Muscat governorate. Subjects were assigned to an experimental group (n=24) and to a control group (n=26). Both groups were taught same materials by the same teacher. The critical thinking activities were manipulated into the experimental group, whereas the control group received no critical thinking activities. Pre and post tests of knowledge monitoring were obtained. Subjects took an academic test at the end of the experiment. The results demonstrated that knowledge monitoring in experimental group significantly improved. Significant differences were found between pre and post knowledge monitoring in the experimental group. Recommendations and suggestions are discussed

A Comparative Study in Health Habits and Attitudes of Students of Muscat and Dhofar in the Sultanate of Oman

This study examined the possible differences in health attitudes and habits between Omani students from Muscat school district (north Oman) and students from Dhofar school district (south Oman). The participants responded to a group of questionnaires that included: health problems, weight satisfaction, attitudes towards physical activities, health and food habits, and attitudes towards and use of harmful substances. The sample consisted of 450 randomly selected middle and high school students. Independent t-tests and Chi-squares were used to answer the study questions. The results showed statistically significant differences in the levels of health problems, attitudes towards physical activities, frequency of eating fast food and hours of watching TV. Students from Muscat had more helath problems, revealed positive attitudes towards physical activities and more frequently eat fast food. No differences were found in weight satisfaction in the two school districts. Student of Dhofar showed higher tendency to use harmful substances than Muscat students did. Evidence was shown for a moderate consumption of fruit and vegetables among all participants, low consumption of soft drinks, of walking habits, low levels of physical activities, and few hours of computer use (with no differences between the two districts in any of these habits)

Carbon Neutrality Implementation Practices and Challenges in the School Environment in the Sultanate of Oman from the Point of View of Principals and Teachers

ملخص: هدفت الدراسة الكشف عن ممارسات تطبيق الحياد الكربوني، وتحدياته في البيئة المدرسية، بسلطنة عمان من وجهة نظر مديري المدارس والمعلمين، حيث اعتمدت الدراسة المنهج المختلط، ولتحقيق الأهداف المرجوة منها؛ اُستُخدِمت أداتان لجمع البيانات: أولاهما الاستبيان، وقد طبق على (412) معلم ومعلمة، وثانيهما المقابلات البؤرية، وطُبقت على عينة مكونة من (12) مديرًا ومديرة، و(12) معلمًا ومعلمة من مدارس الحلقة الثانية للتعليم الأساسي في محافظتي جنوب الباطنة والداخلية بسلطنة عمان. كشفت نتائج الدراسة عن وجود ممارسات بدرجة متوسطة في تطبيق الحياد الكربوني في البيئة المدرسية من وجهة نظر المديرين والمعلمين، كما كشفت عن وجود بعض التحديات بدرجة كبيرة، مثل: قلة الدعم المالي، والوسائل التعليمية المتاحة، كما أظهرت النتائج عدم وجود فروق دالة إحصائية في وجهات نظر المعلمين تعزى للجنس والتخصص والمحافظة التعليمية.  وفي ضوء النتائج السابقة، أوصت الدراسة بتعزيز الوعي بأهمية الحياد الكربوني لجميع العاملين في البيئة المدرسية، وتدريب المعلمين على استراتيجيات تدريس تتناسب والممارسة العملية لتطبيق الحياد الكربوني في التعليم المدرسي.Abstract: The study aimed to explore the practices of implementing carbon-neutral practices and its challenges in the school environment in the Sultanate of Oman from the viewpoint of principals and teachers. The study adopted the mixed method approach, using two data collection tools to achieve its objectives. The first tool was a questionnaire applied to (412) male and female teachers, besides focus group interviews with a sample consisting of (12) male and female principals and (12) male and female teachers, from cycle II basic education schools in the governorates of Al Batinah South and Al Dakhiliyah. The results showed that carbon neutrality practices are moderately practiced in school education from the point of view of principals and teachers. The results also revealed that there are some major challenges, such as the lack of financial support and available educational means. Additionally, the results showed that there are no statistically significant differences in teachers’ viewpoints based on gender, specialization, and educational governorates. Considering this, the study recommended promoting awareness of the importance of carbon neutrality among all workers in the school environment and training teachers on appropriate teaching strategies for the practice of carbon neutrality in school education

Basic Education Students’ Perceptions on Sustainable Healthy Lifestyles and Disease Prevention Methods in Light of Some Variables in the Sultanate of Oman

هدفت الدراسة تعرف تصورات طلبة التعليم الأساسي بسلطنة عُمان عن الأنماط الصحية المستدامة وطرائق الوقاية من الأمراض في ضوء بعض المتغيرات. استخدمت الدراسة المنهج الوصفي. ولتحقيق هدف الدراسة؛ طُبِّقَتْ أداة الاستبانة، التي تكوَّنت من (36) عبارة، موزَّعة على محورين؛ هُمَا: الأنماط الصحية، والوقاية من الأمراض. وحُسِبَ ثبات الأداة؛ باستخدام طريقتَيْ: ثبات الاتساق الداخلي؛ حيث بلغ معامل كرونباخ ألفا (0.808)، وثبات التجزئة النصفية، وبلغ (0.753). وقد طُبِّقَتِ الدراسة على عَيِّنَة مكوَّنة من (3570)؛ من طلبة الصفين التاسع، والعاشر الأساسيَّيْنِ. وخَلُصَتْ نتائج الدراسة إلى وجود تصورات إيجابية لدى طلبة التعليم الأساسي عن محور الأنماط الصحية المستدامة، حيث حصل نمط النظافة الشخصية على أعلى نمط صحي، يليه نمطي النشاط الرياضي، والتغذية، ثم يأتي نمط النوم باعتباره أقل نمط صحي، وتظهر النتائج أيضًا وجود تصورات إيجابية في محور طرائق الوقاية من الأمراض، كما كشفت الدراسة عن عدم وجود فروق دالة إحصائيًّا في متغيِّرات: النَّوْع الاجتماعي، والمحافظة التعليمية في محوري: الأنماط الصحية، وطرائق الوقاية من الأمراض، وعليه أَوْصَتْ الدراسة بتعزيز وَعْي طلبة التعليم الأساسي بأهمية ممارسة الأنماط الصحية المستدامة

Building the Sixth-Grade Students of Mnemonics in Science according to the Imagery Style

ملخص: هدفت الدراسة الحالية إلى الكشف عن تأثير أنماط التصور الذهني (التخطيطي/الصوري) لدى طالبات الصف السادس الأساسي في بنائهن معينات الذاكرة في مادة العلوم، وذلك بتطبيق منهج البحث النوعي؛ ولتحقيق هذا الهدف طُبقت المقابلات المعمقة شبه المقننة، كما طُبق مقياس التصور الذهني قبليًا لتصنيف الطالبات حسب نمط التصور الذهني. فاختيرت عينة مكونة من (12) طالبة بالطريقة القصدية في محافظة مسقط في العام الدراسي 2019/2020، وكانت هذه العينة ضمن ثلاث مجموعات دراسية وهي: مجموعة استخدام معينات الذاكرة والتي دُرست باستخدام إستراتيجيات لمعينات الذاكرة، ومجموعة بناء معينات الذاكرة وهي التي قامت فيها الطالبات ببناء معينات الذاكرة، والمجموعة الضابطة والتي دُرست بالطريقة السائدة. أجريت المقابلات بعد المعالجة، فأظهرت نتائج تحليل المقابلات تميز طالبات مجموعة استخدام معينات الذاكرة بتنوع إستراتيجيات معينات الذاكرة التي قامت ببنائها، وتميزت مجموعة بناء معينات الذاكرة بالسلاسة في بناء المعينات، واتباع منهجية معينة عند بناء معينات الذاكرة، كذلك ظهر اختلاف في بناء معينات الذاكرة بين الطالبات حسب نمط التصور الذهني؛ فتميزت الطالبات ذوات نمط التصور الذهني الصوري بتوظيف الصور والتفصيل في الاستجابات، في حين اختفت الرسومات لدى غالبية طالبات نمط التصور الذهني التخطيطي، وإن وجدت فتكون خالية من التفاصيل. أوصت الدراسة باعتماد إستراتيجيات معينات الذاكرة كإستراتيجيات تدريس مع تخصيص جزء من وقت الحصة الدراسية لإكساب الطلبة هذه الإستراتيجيات وتشجيعهم على بناء معينات خاصة بهم.Abstract: The study aimed to investigate the effect of the imagery style (schematic / pictorial) among the sixth grade students in their building mnemonics in science. A qualitative research method was used and semi-structured in-depth interviews were applied. The imagery style scale was also applied to classify the students according to the types of imagery styles. A sample of 12 students was selected purposefully in Muscat Governorate in the academic year 2019/2020. The sample of the study was within three study groups: the first group was the mnemonics usage group. The second group was the mnemonics-building group and the third group was the control group which was taught in the conventional teaching method. The interviews were conducted after the treatment with the study sample. The results of the interview analysis showed that the students of the mnemonics usage group were characterized by the variety of strategies for mnemonics that they built. In constructing, the mnemonics building group was characterized by smoothness in mnemonics and following a particular methodology when constructing mnemonics. There was also a difference in the building of mnemonics among the students according to the types of imagery style. The students with the pictorial imagery style were distinguished by the use of images and expanding the responses. While the drawings of the majority of the students of the schematic imagery style disappeared, and if they existed, then they are devoid of details. The study recommended the adoption of mnemonics as teaching strategies. As well as allocating part of the class time to provide students with these strategies and encourage them to build their own mnemonics

The effect of using Problem based Learning Strategy in Teaching Biology on Academic Achievements and Learning Retention among 1oth Grade Female Students

هدفت هذه الدراسة إلى تقصي أثر استخدام استراتيجية التعلم المبني على المشكلة في تدريس الأحياء على التحصيل الدراسي، والاحتفاظ بالتعلم لدى طالبات الصف العاشر. ‏ولتحقيق أهداف الدراسة تم تقسيم عينة الدراسة إلى مجموعتين: ضابطة، درست بالطريقة السائدة، وعدد طالباتها (61‏) طالبة، ومجموعة تجريبية درست باستخدام استراتيجية التعلم المبني على المشكلة وعدد طالباتها (62‏) طالبة. كما تم تصميم اختبار مكون من (30‏) فقرة في صورته النهائية، يهدف إلى قياس تحصيل الطالبات في مادة الأحياء، والاحتفاظ بالتعلم. وقد تم التحقق من صدقه بعرضه على مجموعة من المحكمين في تدريس الأحياء، كما تم حساب ثباته باستخدام معادلة كرونباخ ألفا للاتساق الداخلي، وقد كان معامل ألفا يساوي (0.76‏)، والذي يعد مناسبا لغرض الدراسة. ‏أشارت نتائج الدراسة إلى تفوق أداء المجموعة التجريبية التي درست باستخدام استراتيجية التعلم المبني على المشكلة على المجموعة الضابطة التي درست بالطريقة السائدة في التحصيل الدراسي المباشر. كذلك أشارت نتائج الدراسة إلى وجود فروق دالة إحصائيا بين المجموعتين في الاحتفاظ بالتعلم ولصالح المجموعة التجريبية التي درست باستخدام استراتيجية التعلم المبني على المشكلة. ‏وخلصت الدراسة إلى عدد من التوصيات والمقترحات في ضوء ما أسفرت عنه من نتائج من ضمنها تشجيع المعلمين سواء معلمي الأحياء أو معلمي مواد العلوم الأخرى على استخدام استراتيجية التعلم المبني على المشكلة في تدريسهم، وتدريبهم عليها، والقيام بمزيد من الدراسات والبحوث في هذا المجال على صفوف ومتغيرات تعليمية - تعلمية أخرى.The study aimed at identifying the effect of using problem based learning strategy on pupils' achievement and learning retention of the lOth grade female pupils. To achieve the above aim, the sample was divided into two groups: control group taught by normal method and it consisted of ( 61) students. The second group was an experimental group taught by problem based learning strategy and it consisted of (62) students. A multiple choice test consisted of (30) items in its final version was used to investigate pupils' achievement and learning retention. The test was validated through a panel of judges and the reliability was calculated by Alfa Cronbach for internal consistency method which gives the value of(0.76). The results showed that there was a statically significant difference in the mean scores between the experimental group and the control group in achievement in favor of the experimental group. Moreover, the results showed there was a statically significant difference in the mean scores between the experimental group and the control group in retention in favor of the experimental group. A number of recommendations and suggestions were proposed in light of the above results, such as encouraging science teachers to use problem based learning strategy in their teaching, training these teachers how to use such strategy in their teaching and conducting more research in this area at different class levels and for other teaching and learning variables

The Effect of Teaching Strategies based on Multiple Intelligence Theory on Academic Achievement and Alternative Conceptions in Chemistry

Howard Gardener, the well-known psychologist introduced a new view of intelligence thorough his Theory which is known as Multiple intelligence Theory (MI). As an application to this theory, teacher should take care of all type of intelligence in his classroom and use different type (if teaching and learning strategies). The current study aimed at investigating the effect of using Multiple Intelligence Theory INC) strategies on students' academic achievement and alternative conceptions on Chemical Bonds among 10th grade female students. The results of the study showed significant difference in students' achievement between the experimental group and the control group in favour of the experimental group. Furthermore, the results showed that experimental group students have better understanding of the scientific concepts than the control group students

The Effect of Teaching Strategies based on Multiple Intelligence Theory on Academic Achievement and Alternative Conceptions in Chemistry

Howard Gardener, the well-known psychologist introduced a new view of intelligence thorough his Theory which is known as Multiple intelligence Theory (MI). As an application to this theory, teacher should take care of all type of intelligence in his classroom and use different type (if teaching and learning strategies). The current study aimed at investigating the effect of using Multiple Intelligence Theory INC) strategies on students' academic achievement and alternative conceptions on Chemical Bonds among 10th grade female students. The results of the study showed significant difference in students' achievement between the experimental group and the control group in favour of the experimental group. Furthermore, the results showed that experimental group students have better understanding of the scientific concepts than the control group students

The Image of Omani Teachers as Viewed by Segments of Society: An Analytical Descriptive Study

This study aimed to identify the image of Omani teachers as viewed by other segments of society. The study sample consisted of 1196 members of Omani society from different sectors of the following Omani governorates: Muscat, Al-Dakhlyha, North Al-Sharqyia, South Al-Sharqyia, North Batinah, and South Batinah in academic year 2014/2015. To gather the data, a questionnaire consisting of 32 items and two open ended questions was used. The validity of the instrument was checked by a panel of experts. The reliability of the questionnaire was checked for internal consistency using Cronbach's alpha (a = 0.93). The overall results showed a positive image of Omani teachers as they are seen to play a positive role in the  development of society and hold a message in life to pass to their students. In addition, the results showed statistically significant differences due to gender and the nature of their jobs. In addition, the results showed no significant differences due to having kids in school. Based on the findings, the researcher concluded with a number of suggestions and recommendations