Inclusion Level of Scientific Inquiry Features in Performance Assessment Activities in Science Teacher's Assessment Guidebook for Elementary and Intermediate Schools in Saudi Arabia

The current study aimed to identify the inclusion level of scientific inquiry features in performance assessment activities of science teacher's assessment guidebook for elementary and intermediate stages in Saudi Arabia. To achieve the study's aim, an adopted content analyses tool was conducted. The content analyses tool consisted of five scientific inquiry features, which were identified by the National Research Council, where both validity and reliability were assured. Population and sample of the study included 32 activities in elementary stage and 16 activities in intermediate stage. The results of the study showed that there was a low inclusion of "Learner engages in a scientifically oriented question" feature in elementary stage, where it was ranged as medium in intermediate stage. With regard to "Learner gives priority to evidence in responding to questions" feature, it was ranged as high in both stages, where as the remaining features: "Learner formulates explanations from evidence", "Learner connects explanation to scientific knowledge", and "Learner communicates and justifies explanations" were ranged as medium in elementary and intermediate stages

Inclusion Level of Science Fiction Dimensions in Physics (2) Textbook for Secondary Stage in Saudi Arabia

استهدفت الدراسة الحالية التعرف على مستوى تضمين محتوى كتاب فيزياء (2) للمرحلة الثانوية بالمملكة العربية السعودية لأبعاد الخيال العلمي, وتكون مجتمع وعينة الدراسة من جميع دروس كتاب فيزياء (2) للمرحلة الثانوية (نظام المقررات), طبعة العام الدراسي 1439/1440هـ. ولتحقيق هدف الدراسة، تم استخدام المنهج الوصفي من خلال أسلوب تحليل المحتوى، كما تم إعداد بطاقة تحليل لمحتوى كتاب فيزياء (2) في ضوء أبعاد الخيال العلمي, وفقًا لتدرج ثنائي (متضمن كليًا, ومتضمن جزئيًا). وقد تضمنت بطاقة التحليل (6) أبعاد, و(22) مؤشرًا، حيث تم التحقق من صدق بطاقة التحليل وثباتها على عينة استطلاعية. وتوصلت نتائج الدراسة إلى أن محتوى كتاب فيزياء (2) للمرحلة الثانوية بالمملكة العربية السعودية قد تضمن معظم أبعاد الخيال العلمي بشكل جزئي في كل فصول الكتاب, كما توصلت الدراسة لعدد من التوصيات والمقترحات التي تهدف لتطوير محتوى كتاب الفيزياء في ضوء أبعاد الخيال العلمي. الكلمات المفتاحية: الخيال العلمي, أبعاد الخيال العلمي, فيزياء (2).The current study aimed to identify the inclusion level of science fiction dimensions in physics (2) textbook content in secondary stage in Saudi Arabia to. The population and sample of the study consisted of all lessons in physics (2) (courses system) in its edition 1439/1440 AH. To achieve the study aim, a descriptive approach of content analysis was conducted using an analysis tool. The analysis tool was designed in the light of science fiction dimensions, where its validity and reliability of was assured. The analysis tool included (6) dimensions and (22) indicators. The results of the study revealed that the content of physics (2) partially included most science fiction dimensions. Finally, the study posted some of recommendations and suggestions for developing physics content in light of science fiction dimensions. Keywords: Science fiction, science fiction dimensions, Physics (2).   &nbsp

The Effects of TRIZ Theory's Strategies in Improving Creative Teaching Science Skills for Female Student Teachers at Princess Nora Bint AbdulRahman University

The current study aimed to identify the effectiveness of creative problem solving strategies based on TRIZ theory in improving creative teaching skills for student teachers at Princess Nora Bint AbdulRahman University. The sample of the study consisted of (48) female student teachers, which was divided into two groups. Twenty five female student teachers were in the control group, and taught by traditional teaching methods. Twenty Three female student teachers were in the treatment group, and exposed to creative problem solving strategies based on TRIZ theory. Data was collected by using creative teaching skills questionnaire, and statistical analysis such as means, standard deviations, Independent-Sample T-test was conducted. In addition, Eta squared (η2) was computed to determine the effectiveness of creative problem solving strategies on improving creative teaching skills. Results revealed statistically significant differences between the control and treatment groups in favor of the treatment group. This indicated the positive impact of creative problem solving strategies on improving creative teaching skills