The effectiveness of a training program based on the Next Generation Science Standards (NGSS) in developing twenty-first century skills, critical thinking and scientific culture among secondary school natural science teachers.

Document Type : Original Article

Authors

Department of Curricula and Teaching Methods (Teaching Science), College of Education - Umm Al-Qura University

Abstract

      The objective of the current study was determined to identify the effectiveness of a training program based on the Next Generation Science Standards (NGSS) in developing twenty-first century skills, critical thinking and scientific culture among secondary school natural science teachers. The study population consisted of all secondary school natural science teachers in Jeddah Governorate The sample of the study consisted of a random selection from the study population, where the total sample amounted to (40) teachers, and the study tools specified in: Twenty-first century skills scale, critical thinking skills test, and dimensions of scientific culture test were applied after ensuring their validity and reliability on the study sample. To measure their performance (pre- and post-test), the existing training program (NGSS) was designed, and the study reached a set of the following results:  There are statistically significant differences at the significance level (0.05) between the mean scores of natural science teachers in the pre and post application of the twenty-first century skills scale, critical thinking test and scientific culture test in favor of the post application.  There is a statistically significant correlation at the significance level (0.05) between the total degree of the post application of (the twenty-first century skills scale, critical thinking test, and scientific culture test) among natural science teachers at the secondary stage in favor of the post application.  The size of the impact of the training program according to the Cohen Scale reached a great value in developing (21st century skills, critical thinking, and scientific culture), where the value of ()  reached, respectively: (0.87 - 0.91 - 0.96), which confirms the effectiveness of the training program. The training program based on (NGSS) in developing twenty-first century skills, critical thinking, and scientific culture, and recommendations and suggestions were included based on the results of the study.
 

Highlights

 

 

Keywords

Full Text

 

 

References

Arabic References:
Abu Jado, Salih Muhammad, & Nawfal, Muhammad Bakr. (2015). Teaching Thinking: Theory and Practice. Dar Almasira for publishing, distribution and printing.
Abu Hikma, Yahya Muhammad Ali Al-Kibsi. (2018). The Effectiveness of Using Augmented Reality Technology in Developing Critical Thinking Skills and Motivation for Achievement in Physics for Students of the Sixth Secondary Level with Different Brain Control Patterns in Jeddah (Unpublished PhD Thesis), Umm Al-Qura University, Makkah Al-Mukarramah.
Abu Shabab, Asma Atwa. (2013). The level of scientific literacy of science teachers of the basic stage, and the extent of including it in their teaching (unpublished master's thesis). Amman Arab University, Jordan.
 
Abu Latifa, Basant Hassan and Al-Ayasra, Ahmed Hassan Ali. (2013). The effectiveness of a training program in biology based on the dimensions of scientific literacy in teachers' pedagogical content knowledge beliefs. Educational Science Studies, Vol. 40 Appendices, 1368-1380.
Ahmed, Samia Jamal Hussein. (2020). A Proposed Unit in Nanotechnology Based on Differentiated Instruction Strategies to Develop Scientific Culture and Motivation Towards Science Learning Among Middle School Students with Different Learning Styles. Journal of Scientific Research in Education, Vol. 15, Issue (21), 356-382.
Ahmed, Safaa Muhammad Ali. (2013). The effect of a proposed program based on brain-based learning approach in correcting alternative perceptions and developing science processes and achievement motivation for first-grade middle school students. Journal of Arab Studies in Education and Psychology, Vol. (2), Issue (33), 49-96.
Al-Astal, Asmaa Abdel-Qader Ahmed. (2019). Analysis of Content of Life Science Text Books of Secondary School in the Light of the Next Generation Science Standers (NGSS)) (unpublished master's thesis), the Islamic University, Gaza.
Alrashoud, Jawaher Saud. (2008). The effectiveness of the integrative skills triangle model in developing academic achievement and aspects of scientific culture among middle school students in Riyadh. Journal of Studies in Curricula and Teaching Methods, Issue (140), 88-149.
Alfarhan, Ibrahim Ahmed Ibrahim. (2020). The Effectiveness of Teaching Science Using Needham's Structural Model in Developing Levels of Cognitive Depth and Critical Thinking Skills of Sixth Grade Students. Educational Science Studies, Vol. 47, (Issue 4), 116-136.
El-Baz, Marwa Mohamed Mohamed. (2013). Developing the science curriculum for the third preparatory grade in the light of twenty-first century skills. Egyptian Journal of Scientific Education, Vol. 16, (Issue 6), 191-231.
Al-Balawi, Awatef Faleh Salem, and Al-Balawi, Aisha Muhammad Khalifa. (2019).Proposed Training Program to Develop Some of the Twenty First Century Skills for Primary Stage Teachers of Mathematics in Tabuk City. Arab Studies in Education and Psychology - Association of Arab Educators, Issue (107), 387-433.
Bani Sakher, Raeda Tayel Hamad (2010).Investigation level of the scientific literacy of the basic school science teachers in the district of North-West Badia (unpublished master's thesis), Al al-Bayt University.
Albayati, Karim Ahmed Mohamed Ismail, Ahmed, Qusay Shehab, Algendy, Omneya Alsayed, and Ramadan, Hayat Ali Mohamed. (2018). Developing the content of the chemistry curriculum in the light of chemical innovations and their effectiveness in The Development of the Scientific Culture of Preparatory Stage Students in Iraq. Journal of Scientific Research in Education, Vol. 6, Issue (19), 469-486.
.Beers, Sue. (2014). Teaching twenty-first century skills as work tools, (translated by Muhammad Bilal Aljayousi). Riyadh: Arab Bureau of Education for the Gulf States.
Totanji, Taghreed Salim. (2021). The Effect of Using the Learning Cycle Strategy (5E's) on Achievement and Development of Critical Thinking Skills in Science among Eighth Grade Students in Jordan, Journal of Educational and Psychological Sciences Vol. 5, Issue (37), 82-89.
Jad Alhaq, Nahla Abdel-Moaty Alsadiq. (2021). A proposed program based on next generation science standards NGSS for developing higher order thinking skills and learning enjoyment for middle school students.  Journal of the College of Education, Issue 45, 203-272.
Jad Almawla, Iman Muhammad. & Muhammad, Shereen Alsayed Ibrahim. (2014). The effectiveness of an electronic program based on some contemporary scientific issues in developing scientific and technical enlightenment among students of the College of Education. The Egyptian Journal of Scientific Education, Vol. 17, Issue (2), 85-128.
Aljuaid, Fatima Awad Grahid. (2019). A proposed training program to develop teaching skills in the light of the entrance to science, technology, engineering and mathematics (STEM) and the attitude towards science teachers in the intermediate stage (Unpublished PhD Thesis), King Khalid University, Abha.
Aljohani, Saad Salem Muslim. (2021a). "The effectiveness of an electronic training program based on self-learning to develop scientific enlightenment among primary science teachers in Yanbu Governorate. The Arab Journal for Scientific Publication, Issue (30), 862-894.
Aljohani, Sultan Moqbel Salameh. (2021b). The effectiveness of a training program based on Project 2061 (SFAA) in developing the skills of stimulating scientific creativity and understanding the nature of science among teachers of natural sciences at the secondary level in Jeddah (Unpublished PhD Thesis). Umm Al Qura University, Makkah.
Al-Harethy, Ibrahim Sultan. (2016). The Effect of Using Critical Thinking Activities on Knowledge Monitoring in Science of Seventh Graders in the Sultanate of Oman. Journal of Educational and Psychological Studies, 10 (1), 19-31.
 
Alharoun, Shaima Hammoudeh. (2016). The Effectiveness of Including the Competencies of Media Culture in Teaching Science to Develop the Skills of The Twenty-First Century and The Achievement of Students in The Preparatory Stage. The Egyptian Journal of Scientific Education, Vol. 19, (Issue 6), 65-99.
Hafez, Afnan Muhammad Zakaria. (2014). The educational Scaffolds Strategy and its impact on academic achievement and critical thinking of first year secondary school students in the Biology course in Madinah. Journal of the College of Education in Assiut, Vol. 30, Issue (3), 267-233.
Hathout, Tahani Muhammad (2018). The effect of using some of Keegan's strategies on developing deep understanding and achievement in science among sixth graders. The Egyptian Journal of Scientific Education, 21 (5), 1-37.
Alharbi, Ahmed Abdullah Jawiber. (2021). The effectiveness of using the Dual-situation model (DSLM) for teaching science in developing future thinking skills and deep understanding among middle school students (unpublished master's thesis). Umm Al Qura University, Makkah.
Hassan, Hassan Muhammad. (2022). A proposed training program for teaching social scientific issues using scientific debate and its impact on developing productive thinking and scientific interpretation among secondary school biology teachers (Unpublished PhD Thesis), King Khalid University.
Hassanein, Badria Mohamed Mohamed. (2016). Science standards for the next generation. The Educational Journal in Egypt, Vol. 46, 398-439.
Hussein, Hussein Ali Hussein. (2019). The Level of Scientific Culture Among Biology Teachers of the Upper Basic Stage and the Extent of their Practice of it in their Teaching. Journal of the Association of Arab Universities for Education and Psychology, Vol. 17, Issue (4), 115-140.
Alhila, Muhammad, and Nawfal Muhammad. (2008). The impact of the Web Quest strategy on the development of critical thinking and academic achievement in the course of teaching thinking among students of the University College of Educational Sciences (UNRWA). The Jordanian Journal of Educational Sciences, Vol. (4), Issue (3), 205-2019.
Alkhalidi, Adi Karim. (2019). An analytical study of middle school science books in the Kingdom of Saudi Arabia in the light of the Next Generation Science Standards (NGSS). Journal of the College of Education, Issue 118, 305-335.
 
Khashan, Muhammad Hassan. (2005). The impact of an educational model based on science, technology, society and the environment on the level of scientific culture among basic education students with different learning styles (Unpublished PhD Thesis). Amman Arab University.
Alkhairi, Muhammad Hassan Muhammad. (2018). The effect of using the generative model in teaching science on the development of scientific concepts and critical thinking among third-grade students (unpublished master's thesis). Umm Al Qura University, Makkah.
Rashid, Ali Muhyiddin Abdul Rahman. (2017). The role of teaching science in developing learning skills in the twenty-first century. The Nineteenth Scientific Conference: Scientific Education and Sustainable Development, 225-238.
Alrabadi, Wael. (2011). Extracurricular activities (enrichment) and their relationship to the level of critical thinking skills of students of leadership positions in the northern governorates of Jordan. An-Najah University Journal for Human Sciences, Vol. 25, Issue (6), 1489-1508.
Alrubaian, Wafaa Muhammad Abdullah & Alhamama, Abeer Salem. (2017). Analysis of the content of science books for the first intermediate grade in the Kingdom of Saudi Arabia in the light of (Ngss) standards. Specialized International Educational Journal, 6 (11), vol. 6, 95-108.
Rizk, Fatima Mustafa Mohamed. (2015). Using the integrated STEM approach to learning science in developing twenty-first century skills and decision-making skills among first-year students at the College of Education. Arabic Studies in Education and Psychology, Issue 62, 79-128.
Rawashdeh, Samira Ahmed Mohamed. (2018). The Effectiveness of a Training Program for Science Teachers Based on Next Generation Standards (NGSS) in Developing Scientific and Engineering Practices and Their Self-Efficiency in Jordan (Unpublished PhD Thesis), International Islamic Science University, Jordan.
Ryan, Muhammad. (2011). Critical Thinking and Innovative Thinking. Amman, Alfalah Library for Publishing and Distribution.
Zaitoun, Aish Mahmoud Zaitoun. (2010). Contemporary global trends in science curricula and teaching. Amman. Dar Alshorouk for publication and distribution.
Subhi, Nisreen Hassan Ahmed. (2016). The extent to which twenty-first century skills are included in the developed science curriculum for the first intermediate grade in the Kingdom of Saudi Arabia. Journal of Educational Sciences, Vol. 1, (Issue 1), 9-44.
Alsaeed, Saeed Muhammad, & Almadee, Abd Alrahman Ibrahim. (2013). Problems of teaching developed science curricula and academic achievement. Journal of Educational Sciences Studies, Vol. (26), Issue (1).
Alsufyani, Naif Ateeq Abdullah. (2022). The effect of an enrichment program based on Next Generation Science Standards (NGSS) on the development of critical thinking and deep understanding of outstanding middle school students with different brain control patterns. Journal of the College of Education, Al-Azhar University, (195) 100-154.
Alsayed, Alia Ali Issa Ali. (2018). Modeling the educational and technological knowledge content to develop the 21st century competencies necessary to prepare teachers of basic education in science - before service. Journal of Scientific Research in Education, Vol. 6, Issue (19), 531-571.
Alsayed, Alia Ali Issa Ali. (2019). A training program based on the next generation of NGSS science standards to develop deep understanding, teaching performance, and the attitude towards teaching with the dimensions of those standards for the student teacher, Journal of the College of Education, Beni Suwayf University, Vol. (16), Issue (88), 89-158.
Shaheen, Najat Hassan Ahmed. (2009). The effect of using active learning strategies on achievement and the development of science processes for fourth grade pupils. Scientific Education Journal, 12 (2), 127-159.
Al-Sharqi, Mohammed Rashid. (2005). Critical thinking among first-grade secondary students in the city of Riyadh and its relationship to some variables. Journal of Educational and Psychological Sciences, Vol. (6), Issue (2), 89-116.
Shahat, Muhammad Ali. (2018). The effectiveness of using Klopp's experiential learning model in teaching science on the achievement and development of critical thinking skills and scientific values among second grade preparatory students with different learning styles. Journal of the Future of Arab Education, 25 (110), 11-110.
Shalabi, Nawal Muhammad. (2014). A proposed framework for integrating twenty-first century skills into science curricula in basic education in Egypt. The Specialized International Educational Journal, Volume 3, ( Issue10), 1-33.
Alshamrani, Muhammad Awad. (2020). The effectiveness of an enrichment program based on science standards for the next generation (NGSS) in developing future thinking skills, twenty-first century skills, and habits of mind among gifted intermediate students (Unpublished PhD Thesis), Umm Al-Qura University, Makkah Al-Mukarramah.
Alshahrani, Nasser Abdullah Nasser. (2021). A training program based on the Educational Reform Project for Scientific Education (2061) and its impact on understanding the nature of scientific endeavor and developing scientific culture among student science teachers at Umm Al-Qura University. Tabuk University Journal of Humanities and Social Sciences ,Issue(13), 65-85.
Alshehri, Ibtisam Muhammad Abd Alrahman. (2021). A proposed training program based on scientific reasoning to develop self-efficacy among female chemistry teachers and its impact on developing chemical problem-solving skills and self-concept among secondary school students (Unpublished PhD Thesis), King Khalid University, Abha.
Shoman, Ahmed Mohamed. (2019). Developing the physics curriculum in the light of the Next Generation Standards for Science Education (NGSS) and its effectiveness in developing critical thinking among secondary school students. Journal of the Faculty of Education, Tanta University. 74(2), 318-354.
Alsadiq, Mona Abdel-Fattah Issa. (2020). The effectiveness of a proposed training program based on science standards for the next generation (NGSS) in improving the teaching effectiveness of science teachers in Gaza (Unpublished PhD Thesis), the Islamic University, Gaza.
Alsadiq, Mona Abdel-Fattah (2006). Analysis of the content of the science curriculum for the tenth grade according to the standards of scientific culture and the extent to which students acquire it (unpublished master's thesis), The Islamic University of Gaza.
Alsmadi, Walaa Mustafa. (2020). Science teachers' understanding of the dimensions of scientific culture and the nature of science and their practice of it in the light of some variables in the Directorate of Education of Ajloun (Unpublished PhD Thesis). Yarmouk University, Jordan.
Alsmadi, Walaa Mustafa. (2020). Science teachers' understanding of the dimensions of scientific culture and the nature of science and their practice of it in the light of some variables in the Directorate of Ajloun Education (Unpublished PhD Thesis), Yarmouk University.
Tolba, Ihab Gouda. (2013). The effectiveness of using the modified constructive learning cycle model in acquiring scientific concepts, solving different types of physical problems, and developing thinking tendencies among first year secondary students. Educational Journal. MG (27), Issue (108), 385-438.
Taha, Abdullah Mahdi Abdel Hamid. (2019). The effectiveness of a proposed unit in Physics in the light of the "Science - Technology - Engineering - Mathematics" STEM approach to develop twenty-first century skills among secondary school students. Educational Journal, Vol. 33, (Issue 130), 99-138.
Abdel-Aal, Rasha Mahmoud Badawy and Ahmed, Essam Mohamed Sayed. (2019). A suggested program in biochemistry based on differentiated teaching to develop twenty-first century skills and social responsibility among student teachers at the College of Education. Journal of Scientific Research in Education, Vol. 2, (issue20),                185-235.
Abdul Karim, Sahar Muhammad. (2017). A training program based on Next Generation Science Standards (NGSS) to develop deep understanding, scientific investigation skills, and scientific argumentation among science teachers at the primary level. Journal of Arab Studies in Education and Psychology, Issue (87), 21-111.
Alatoum, Adnan Youssef, and Al-Jarrah, Abdel-Nasser Diab and Bishara, Muwafaq. (2014). Developing thinking skills theoretical models and practical applications. Amman. Dar Al Masirah  for publishing, distribution and printing.
Alatoum, Adnan Youssef, and Al-Jarrah, Abdel Nasser Diab, and Bishara, Muwaffaq. (2015). Developing Thinking Skills. Amman, Dar Al Masirah for Publishing and Distribution.
Alotaibi, Khaled Nahis Alraqas. (2012). The Psychometric Characteristics of the Short Picture Watson-Glicker Critical Thinking Test (WGCT-SF): A Study on a Sample of Students/Teachers in the Saudi Environment. King Saud University Journal, Vol. 24, Issue (4), 1427-1454.
Aladwan, Safa Samih (2020). Evaluation of the effectiveness of the Science Teaching Development Program (SEED) in acquiring science teachers in the basic stage of twenty-first century skills and its reflection on their practice of teaching integrated science (Unpublished PhD Thesis), International Islamic University of Science.
Alosaimi, Khaled Hammoud Mohammed. (2016). The effectiveness of the brain-based learning strategy in developing innovative thinking skills and scientific culture among science students (2) with different brain control patterns at Taif University. Specialized International Educational Journal, Vol. 5, Issue (3), 550-608.
Alosaimi, Khaled Hammoud Mohammed. (2021). The effect of an enrichment program based on Next Generation Science Standards (NGSS) in developing the twenty-first century skills and thinking tendencies of outstanding third-grade students with different levels of information processing. Journal of the Faculty of Education, Ain Shams University, Issue 45, part one, 479-565.
Aladila, Saud Rashdan. (2020). A proposed training program based on Next Generation Science Standards (NGSS) to develop the teaching performance of science teachers and its impact on the development of problem-solving skills and future thinking among middle school students (Unpublished PhD Thesis), King Khalid University, Abha.
Attia, Mohsin Ali. (2015). Thinking, its types, skills, and teaching strategies. Amman. Dar Safa for publication and distribution.
Afifi, Muharram Yahya Muhammad. (2019). A proposed program based on Next Generation Science Standards (NGSS) to train middle school science teachers to use Science and Engineering Practices (SEPs) while teaching science. Educational Journal, Issue (68), 98-163.
Alafifi, Hani Saad Saed. (2021). The effectiveness of using the Dual Inquiry Cycle Model (CICM) in teaching science to develop critical thinking skills and scientific values among middle school students (unpublished master's thesis). Umm Al Qura University, Makkah.
Ali, Muhammad Alsayed (2007). Scientific education and science teaching. Amman, Dar Al Masirah for publication, distribution and printing
Alalayani, Abdullah Nagish Abdullah. (2017). A proposed training program in the light of Project (2061) to develop an understanding of the nature of scientific endeavor among science teachers at the primary stage and its impact on the development of conceptual comprehension and creative thinking skills among their students (Unpublished PhD Thesis), King Khalid University.
Eliouh, Nariman Hassan Abdel Rahman. (2017). The level of science teachers' understanding of the levels of scientific culture and its relationship to their attitudes towards science (Unpublished PhD Thesis). Yarmouk University, Jordan.
Alawayd, Asma Hussein Muhammad. (2020). The effectiveness of teaching with a model based on constructive learning in developing critical thinking skills and achievement in science for second intermediate students in Bisha, Saudi Arabia. Journal of Educational and Psychological Sciences, Vol. 4, Issue (33), 54-76.
Ayyash, Amal Najati (2008). The impact of a training program based on the educational reform project for science education 2061 in developing scientific enlightenment and understanding the nature of scientific endeavor among science teachers at the International Relief Agency in Jordan (Unpublished PhD Thesis), Amman Arab University.
Ghanem, Tafeedah Sayed Ahmed. (2016). A proposed training program in the competencies of the twenty-first century teacher based on the contemporary training needs of science teachers at the primary stage and its impact on developing some of their cognitive competencies. The First International Conference: Strategic Directions in Education - Future Challenges: Ain Shams University - Faculty of Education, Vol. (2), 175-306.
Alghannam, Mahrez Abdo. (2006). The effectiveness of teaching science with the problem-centered learning strategy in achieving and developing both deductive and critical thinking among first-grade middle school students. Journal of the College of Education, Vol. (16), Issue (67), 1-37.
Fathallah, Amira Muhammad Zaki. (2020). A science program based on technological learning centers to develop some twenty-first century skills for hearing-impaired students in the preparatory stage (Unpublished PhD Thesis),). Banha university.
Alqahtani, Meaad Mubarak Samakh. (2018). The effect of using the binary inquiry cycle model on the development of scientific concepts and thinking tendencies of second year intermediate female students (unpublished master's thesis). Imam Abdul Rahman Bin Faisal University. Dammam.
Alkilani, Basma Muhammad Arsan. (2017). The level of scientific enlightenment in the light of the project (2061) among undergraduate students majoring in chemistry at Al al-Bayt University in Jordan (a published unpublished master's thesis). Al al-Bayt University, Jordan.
Muhammad, Karima Abdullah Mahmoud. (2021). A training program based on learning centers to develop scientific practices related to Next Generation Science Standards (NGSS) and probing thinking among student science teachers at the College of Education. Educational Journal, 3 (87), 1502-1584.
Almarwani, Deif Allah Musaed Masoud. (2019). The effectiveness of using the White and Jenston model (PEOE) for teaching science in developing divergent thinking and deep understanding among middle school students with different levels of information processing (Unpublished PhD Thesis),). Umm Al Qura University, Makkah.
Almazruei, Hayaa. (2004). Dimensions of scientific culture in Saudi society. King Saud University Journal, 17 (1), 35-86.
Mostafa, Sarah Ahmed. (2021). A training program for teachers of integration schools based on the new curriculum 0.2 and its impact on developing some of their twenty-first century skills. Childhood and Education Journal, Vol. (13), Issue (46), 327-396.
Almatrafi, Ghazi Salah Halil. (2014, a). The effectiveness of the brain-based learning strategy and the pattern of brain control in developing critical thinking and the attitude towards science among students of (1) science course at Umm Al-Qura University in the Kingdom of Saudi Arabia. Journal of the Faculty of Education, Benha University, Vol. 25, Issue (99), 135-240.
Almatrafi, Ghazi Salah Halil (2019a). The effect of a training program based on habits of mind on developing innovative thinking, understanding the nature of scientific endeavor, and the attitude towards these habits among student science teachers at Umm Al-Qura University. Umm Al-Qura University Journal of Educational and Psychological Sciences, Vol. (10), Issue (2), 15-100.
Almatrafi, Ghazi Salah Halil (2019b). The effect of a program based on SFAA 2061 project in developing higher-order thinking skills and understanding the nature of science among outstanding science students at Umm Al-Qura University. Umm Al-Qura University Journal of Educational and Psychological Sciences, Vol. (10), Issue (2), 15-81.
Almatrafi, Ghazi Salah. (2014, b). The effectiveness of SALERS model based on the entrance to science, technology, society, and the environment (STSE) in developing scientific culture and integrated science processes among third-grade students with different learning styles. Journal of Educational and Psychological Studies, (Issue 85), 315-460.
ALmaaytah, Sabah Abdul Muttalib Karim. (2014). The reality of scientific culture included in science books for the first basic stage in Jordan: an evaluation study Unpublished PhD Thesis). Omdurman Islamic University, Sudan.
Nasser, Enas. (2010). The effect of teaching a physics unit designed according to the standards of science education on the achievement and level of scientific culture among secondary school students in Palestine (Unpublished PhD Thesis), Amman Arab University.
Nour Al- Den, wadad Abdel Samie Ismail. (2015). The effect of using the five-point model for learning in developing achievement in science and critical thinking skills among sixth grade female students in Jeddah. Arabic Studies in Education and Psychology, Issue (67),     147-170.
ثالثا: المراجع الأجنبية:
Alosaimi, K.H. (2013). The Development of Critical Thinking Skills in the Sciences. PhD Thesis, University of Dundee, UK.
Dani, D. (2009). Scientific Literacy: And Purposes for Teaching Science: A case Study of Lebanese Private Schools Teachers International. Journal of Environmental and Science Education, Vol. 4 (No. 3), pp 289- 299.
NGSS Lead States (2013). Next Generation Science Standards: For states, by states. Washington, DC; National Academies Press.
Partnership for 21st Century Skills (2009): ''Curriculum and Instruction: A 21st Century Skills Implementation Guide''. Retrieved 16 March 2022, from: http://www.p21.org.
Potter, S. (2014). TEA Teaching biology with engineering practices. Master of Science Thesis, Michigan State University.
National Research Council. (2015). Guide to Implementing the Next Generation Science Standards. Washington, DC: The National Academies Press.
Achieve. (2013). Next Generation Science Standards: Adoption and Implementation. Washington, DC: The U.S. Education Delivery Institute.
Akella, S.D. (2016). The Impact of next generation science standards (NGSS) professional development on the self-efficacy of science teachers, ADissertation Submitted to the School of Graduate Studies in Partial Fulfillment of the Requirements for the Degree of Doctor of Education, Southern Connecticut State University, New Haven, Connecticut.
Sally,B.G.(2015).Integrating Socio-Scientific Issues to Enhance the Bioethical Decision Studies, 8 (1), 142-151.
Assefa, S. & Gershman, L. (2012). 21st century skills and science education in K-12 environment: In vestigating a Symbiotic Relationship, Curriculum and Teaching Dialogue,14(1),139-162.
Piirto. J. (2011). Creativity for 21st century skills: How to embed creativity ino the curriculum, Sense Publishers.
Osman, S.,Abdul Hamid, S.H.& Hassan, A.(2009). Standard setting: inserting domain of the 21st century thinking skills into the existing science curriculum in Malaysia, procedia Social and Behavioral Science,1,2573,2577.
National Research Council (NRC).(2012). Afromework for (k-12) Science education: practces, crosscutting concepts, and cor ideas. Washington,DC: National Academy of Science.
Castronova, M.A. (2018). Examining Teachers' Acceptance of the Next Generation Science standards: A Study of teachers' Pedagogical Discontentment and Pedagogical content Knowledge of Modeling and Argumentation doctoral dissertation, Cladwell University.
Boesdorfer.S.D. & Staude.K.D.(2016). Teachers' Practices in High  School Chemistry Just Prior to the Adoption of  the Next Generation Science Standards. Science Education.116(8).442-458.
Calmer, J. (2019). Teaching physics within A Next Generation Science Standars perspective, pedagogical Research, 4(4),106.
 

Files

Share

How to cite

Statistics