The impact of the digital teaching competencies of in-service science teachers on students’ attitudes toward learning science | ||
| Egyptian Journal of Educational Sciences | ||
| Volume 4, Issue 1, June 2024, Pages 167-198 PDF (653.02 K) | ||
| Document Type: Scientific articles | ||
| DOI: 10.21608/ejes.2024.380399 | ||
| Authors | ||
| Jielan Elsayed Kamel1; Amina Ossama Abuelmakarem Abuelmakarem2 | ||
| 1Ph.D. in education technology in department of curricula and instruction, Faculty of education, Ain Shams University, Egypt | ||
| 2Ph.D. in science education in department of curricula and instruction, Faculty of education Ain Shams University, Egypt | ||
| Abstract | ||
| This study aimed to investigate the impact of delivering a program based on digital competencies for in-service science teachers on students’ attitudes toward learning science. The program was conducted in an online environment by using Microsoft Teams as a virtual classroom and other technological tools to support teaching and learning. The program delivered to professional diplomas in postgraduate programs specializing in education technology and prepared teaching materials for the faculty of education, at Ain Shams University, EGYPT, .This study uses a quantitative method to measure the impact of the digital competencies program on students’ attitudes toward learning science, . The researchers design a self-assessment of digital competencies that adapted from the DIGCOMPEDU framework to determine which level in-service science teachers regarding digital competencies. They further design a science attitudes scale to measure students' attitudes toward learning science,. The research sample size of science teachers participated in a program was (n=11) 11 for in-service science teachers and the sample size of students in primary stage was (n=60) 11.The results show that there is a significant difference in in-service science teachers' digital competencies, which is reflected in their practices in classrooms and therefore affects their students’ attitudes toward learning science. | ||
| Keywords | ||
| digital teaching competencies; students’ attitudes; in-service science teachers; virtual classrooms | ||
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