Obstacles of Implementing the Science Curricula of the Basic Stage as Perceived by the Teachers in a Jordanian Town

By Ayasra, Ahmad | Education, Winter 2015 | Go to article overview

Obstacles of Implementing the Science Curricula of the Basic Stage as Perceived by the Teachers in a Jordanian Town


Ayasra, Ahmad, Education


Introduction & theoretical background

In a century witnessed knowledge growth, information technology invaded all the sectors and helped in producing the knowledge and forming new mental capital that has no borders where knowledge became a form of the economy so the principals of education in any country were responsible to raise generation that can interact with the innovations of the century with reasonability and flexibility and can produce knowledge and use it (Al-Kaleli, 2000). In this context, Jordan soak to develop its educational system to keep up with the great development of information and technology. It started implementing the first level of the educational reformation for the Knowledge Economy (ERfKE) that ended in 2009 and the second level of the same project which started in 2010 aimed to develop the whole system of education so as to achieve the objectives of the qualitative development of learning and education according to specific levels and investing the human resources and enabling them as they are considered the cognitive capital that can develop. And one of the major component of this project was designing new curricula and tools of evaluation with high quality (Al-zuidi&Al-Khawalda, 2011). In the project of developing Science curricula, the general frame of Science curricula of the basic stage assured the necessity of developing the students' skills in enquiry and critical thinking taking into account the ethical issues which are related to the environment and the human society. And these curricula have to care of learning resources and methods of teaching in addition to link science with reality and the society's culture and to focus more on developing the manual skills and the skills of making decisions (Ministry of Education, 2005, p9). As a result of this, the science books were composed taking into consideration the educational philosophy and the attitudes of the project and the modern scientific attitudes of education which are related in particular to the international standards of the science curricula and its content and methods of teaching it. Regarding to the importance of the basic stage as it is considered the basic basis of any educational system because it addressed a period of age where the students acquires skills and the theoretical and practical knowledge. And because teaching Science is a basic knowledge to all students to enable them understand and learn the sciences when the skills and the method are presented in an appropriate time, learning science is considered compulsory and one of the major and basic component in the basic education of any educational system ( Kerr, Beggs and Murphy, 2006) to rehabilitate the students interactively in the field of natural sciences and in the cognitive, skillful and emotional fields (Ministry of Education, 2005).

Therefore, Ministry of Education in Jordan paid much attention to Science teaching in the basic stage, within the educational reforming project for the knowledge economy, represented by attracting the qualified human resources and the trained ones towards employing the modern strategies in teaching Science in addition to equip the school scientific labs with the latest means and the educational technologies, to computerized the curricula, to design diagnostic, evaluative and developing different aspects of the educational process and to participate in the international studies of Science and Mathematics ((TIMSS((Trends in International Mathematics and Science Study in order to improve the students' level of acquiring the theoretical and practical basics of learning Science and their achievements in these sciences as well (Bani Khalaf, 2011).

And these obstacles which facing the sciences teachers in their teaching in general and the basic stage in particular attracted the attention of a number of researchers such as the study of Baara (2002) which its results showed that there were obstacles facing teaching sciences from the sciences' teachers' perspective as having non interested students whose motivation was low. …

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