The Difficulties Faced by Science Teachers in Upper Basic Stage in Using School Laboratories from the Teachers’ Perspective.

Author

Al-Quds Open University / Technology and Applied Sciences

Abstract

This study aimed to identify the difficulties faced by science teachers in the upper basic stage in using school laboratories, from the teachers’ own perspectives. To achieve the objectives of the study, the researcher developed a questionnaire consisting of (33) items, distributed across three domains: administrative difficulties, professional and personal difficulties related to the teacher, and difficulties related to students. After verifying the validity of the instrument, it was distributed to a sample of (75) male and female teachers in the Central Hebron Directorate of Education, selected through stratified random sampling. The results showed that the overall difficulties faced by science teachers were of a moderate level, while student-related difficulties were rated as high. Additionally, the study found no statistically significant differences attributed to gender, academic qualification, or years of experience. Based on these findings, the study recommends providing the necessary equipment and tools for conducting experiments, allocating sufficient time for experimental activities, enhancing the role of school administration in organizing training courses for teachers to improve their competence in using laboratory equipment, appointing laboratory technicians in schools to assist teachers in experiment preparation, and reducing the number of students per classroom.
 

Keywords

Main Subjects

Files

Share

How to cite

Statistics