الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 58
ﻧﺎﺻﺮ ﺻﻼح اﻟﺪﯾﻦ ﻣﻨﺼﻮر.د
أﺳﺘﺎذ ﻣﺸﺎرك ﺑﻘﺴﻢ اﻟﻌﻠﻮم اﻟﺘﺮﺑﻮﯾﺔ – ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ – ﺟﺎﻣﻌﺔ ﻗﻄﺮ
n.mansour@qu.edu.qa
ORCID
https://orcid.org/0000-0001-5707-7373
Scopus ID
25027963700
(1) Eltanahy, M., & Mansour, N. (2024). Developing a Rubric for Assessing Students’
Entrepreneurial Competencies in the Entrepreneurial-STEM Learning Context. Innovations in
Education and Teaching International. https://doi.org/10.1080/14703297.2024.2311701. (Indexed
Scopus, Q1, IF 1.8 and WoS, IF 0.92)
The increasing emphasis on a competency-based learning approach in entrepreneurial-STEM (ESTEM) necessitates competency-based assessment tools to track students’ entrepreneurial
development and enhance the quality of E-STEM projects. This study aims to create a valid
analytical rubric for assessing students’ E-STEM competencies. Using a mixed-methods approach
involving semi-structured interviews and a questionnaire, 152 undergraduate students participated.
The process of developing the rubric involved two main stages. Phase 1 focused on rubric
development, where dimensions and criteria were established. In Phase 2, the rubric was
implemented for user validation, including assessment experts, faculty, and students. The research
provides a valuable tool for E-STEM teachers to align assessment practices with learning outcomes.
Results indicate the effectiveness of the developed E-STEM rubric in offering constructive
feedback on learners’ competencies and performance. Additionally, the rubric establishes a more
visible learning context, enabling students to self-regulate and explicitly assess their entrepreneurial
competencies and projects.
(2) Mansour, N. (2024). Students' and Facilitators' Experiences with Synchronous and
Asynchronous Online Dialogic Discussions and E-Facilitation in Understanding the Nature of
Science. Education and Information Technologies. DOI : 10.1007/s10639-024-12473-w. (Indexed
Scopus, Q1, IF 2.55 and WoS, IF 5.55) top 95% 60/1469Education in Scopus.
The existing literature lacks a precise understanding of how online facilitation and dialogic
discussions can positively impact students’ comprehension of the Nature of Science (NoS). This
study delves into the experiences of students and facilitators engaged in synchronous and
asynchronous online dialogic discussions and e-facilitation to enhance our understanding of NoS.
An innovative experiment employed a digital dialogue game to engage postgraduate students in a
Postgraduate Certificate in Education (PGCE) secondary science course. The participants included
sixty-five PGCE science students and three lecturers specializing in different science disciplines
(Physics, Chemistry, and Biology). Qualitative data collection methods and analysis, including
transcripts of online discussions about NoS topics, were followed by critical event recall interviews
to identify specific online dialogue events that significantly contributed to the comprehension of
NoS. The findings contribute significantly to comprehending students’ processes in grasping
complex and debatable topics such as Nature of Science (NoS) within online dialogic discussions
supported by e-facilitation. They emphasize the importance of establishing an open and expansive
dialogic space, with a focus on the crucial roles of e-facilitators. The results also highlight a tension
between active and passive roles in both synchronous and asynchronous online discussions.
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
