الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 63
perceptions regarding the teaching approach of E-STEM model. A total of twelve teachers were
trained to understand the concept of E-STEM, and five of them were selected purposefully to
implement E-STEM model with 42 students. Through analyzing and interpreting students’ projects
and teachers’ interview transcripts, this study concluded that the effective practices of E-STEM
model require a development-oriented instruction to enhance students’ outcomes over time.
(12) Al-Balushi, S. M., Mansour, N., Almehrizi, R. S., Ambusaidi, A. K., & Al-Harthy, I. S.
(2022). The association between the gender gap in science achievement and students’ perceptions
of their own attitudes and capabilities. Eurasia Journal of Mathematics, Science and Technology
Education, 18(11), em2184. https://doi.org/10.29333/ejmste/12559 (Indexed Scopus, Q1, Cite
score 4.2)
Among the countries that participated in the trends in international mathematics and science study
(TIMSS) 2019 for grade 8 science, Oman had the highest gender gap in favor of girls. The current
study explores the gender gap in science achievement in Oman and relates it to students’ varying
perceptions of their own attitudes and capabilities. The sample in the study comprised 467 grade 9
students, 266 female and 201 male. The participants were given a TIMSS-like science test, along
with four self-perception surveys; these explored metacognitive awareness, self-regulation (SR),
science learning self-efficacy (SLSE), and attitudes to science (AS). The results indicated that
student self-perceptions of SR, SLSE, and AS, were significantly related to the gender gap in
students with higher-level science achievement. The results were different when looking at the
gender gap in scores for lower-level questions; here, there was no relation to any of the four selfperception variables explored in the study.
(13) Murphy, C., Abu-Tineh, A., Calder, N., & Mansour, N. (2021). Teachers and students’
views prior to introducing inquiry-based learning in Qatari science and mathematics classrooms.
Teaching and Teacher Education. 104, https://doi.org/10.1016/j.tate.2021.103367 (Indexed
Scopus, Q1, IF 3.9 and WoS, IF 2.11)
Teachers and students' dispositions have a major influence towards the introduction of inquirybased learning (IBL). In this study we present analysis of pre professional development interview
data from teachers (n = 16) and student focus groups (n = 96) as part of a larger project to promote
IBL in Qatari middle school mathematics and science classrooms. Teacher and student responses
suggested contrasting perspectives related to stress factors and goal orientations. Implications of
the findings suggest the need to consider teacher and student subjectivities in transforming teaching
practice.
(14) Mansour, N. & EL-Deghaidy, H. (2021) STEM in science education and S in STEM: from
Pedagogy to learning. Brill-Sense Publishers.
This book presents an international perspective of the influence of cultural issues on STEM reform.
Effective STEM education is of considerable importance internationally because there is increase
pressure by governments to produce technically skilled people from the compulsory education
sectors; people capable of participating actively in the so-called’ knowledge economy’ or
knowledge society. An important and distinguishing feature of the book is that it draws upon the
empirical experiences and research of the local experts from an extremely diverse cohort across the
world.
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