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Professional Development for Sciences Teachers in light of

)Integration of Science, Technology, Engineering and Mathematics(

Ibrahim Abdullah Al-Muhaisin & Barah Bahgat Khaja Taibah University

Abstract: The purpose of this paper was to highlight Science teachers' professional development in light of integrating Science,

Technology, Engineering and Mathematics STEM as a contemporary trend in teaching and learning science. The paper aimed to answer tothe following question: What is the Suggested Conception of professional development for science teachers in light of the integration of

Science, Technology, Engineering and Mathematics STEM? To answer this question the researchers used the analytic descriptive method,

through induction and analysis of research and literature related to the Integration of Science, Technology, Engineering and MathematicsSTEM. The research concludes to present a conception based on four basic principles: 1.Professional development for science teachers as a

system. The implementation of STEM requires developing plans and strategies at the state level, which in turn will reflect on the policies and

practices of the educational institution. It requires the allocation of sufficient budgets to support and achieve what it takes to implementSTEM, including specifying days and times for professional development programs for teachers who may be nominated to dedicate all of

their time to work on these programs. 2.It requires development of cognitive content, including defining the required development needs and

the technique that should be used to define them. Another vital part of this implementation is identifying different types of professionaldevelopment programs, which have the objectives of learning content and developing teachers within the framework of the major goals of

teaching STEM. Finally, resources must be dedicated to the developing of educational materials in the field of STEM; such as software and

digital video simulation that illustrate the complex processes that enable teachers to reach in-depth understanding of this field. 3.Professionaldevelopment strategies to learn STEM. It requires; providing learning opportunities and developing skills of action-research to generate new

knowledge about STEM, and using a variety of strategies to enable teachers to design and transfer of educational experiences that reflect

their STEM fields such as scientific survey. 4. Supporting professional development. It requires: supporting the management of schools,providing solid and appropriate opportunities for professional development for teachers within schools through professional learning

communities, and building partnerships between the Ministry of Education and local insti tutions in addition to international ones.

Keywords: Professional development, science teacher, STEM.


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, , 322015,:http://www.aroboticsa.org/index.php/conference/cnews

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: :ABET Engineering Accreditation Commission (2004). ABET criteria for accreditingengineering programs. Baltimore,

MD: ABET, Inc. Author.

Almazroa ,Hiya (2012).professional development: vision for Saudi science teachers, Princes Noura Bint AbdulrahmanUniversity, Saudi Arabia.

American Federation of Teachers (AFT). (2008). Principles for professional development: AFT, Guidelines for creatingprofessional development programs that make a difference. Washington DC: American Federation of Teachers.

Catherine Snyder, Alandeom W. Oliveira (2013). STEM Career Changers Transformation into Science Teachers ,Journal of

Science Teacher Education.

Currtech Integrations (2008). Science, technology, engineering, and mathematics curriculum integration program (STEM-CIP), Baltimore, Maryland.

Connections Learning, STEM SOLUTIONS,Retrieved on 22/1/2015, available from:www.connectionslearning.com

Coble, C. (2012a). Developing the analytic framework: Assessing innovation and quality design in science and

mathematics teacher preparation. Washington, DC: Association of Public and Land-Grant Universities (APLU).

Coble, C., L. DeStefano, N. Shapiro, J. Frank, and M. Allen(2012). The analytic framework: A tool for assessing

innovation and quality design in science and mathematics teacher preparation.Washington, DC: APLU.McFadden, C., & Yager, R.E. (2009). Professional Development of Science Teachers: History of Reform and Contributions

of the STS-Based Iowa Chautauqua Program, Science education Review, Vol. 8,No. 3,pp 99-110.

Fang, Ning (2014). Increasing High School Students Interest in STEM Education Through Collaborative Brainstorming with

Yo-Yos, Journal of STEM Education,Vol 14, No 4,pp 8-14.

Gonzalez, Heather B., Kuenzi, Jeffrey J. (2012). Science, Technology, Engineering, and Mathematics (STEM) Education: A

Primer Specialist in Science and Technology Policy,CRS Report for Congress Prepared for Members andCommittees of Congress, Retrieved on 22/1/2015, available from:

https://www.fas.org/sgp/crs/misc/R42642.pdf

Guskey, T. R. (2012, March). Evaluating professional development. Paper presented at the Association for Supervision and

Curriculum Development (ASCD), A collective call to action, Philadelphia.

Guskey, T. R., & Sparks, D. (2002). Linking professional development to improvements in student learning. Paper

Presented at the Annual Meeting of the American Educational Research Association, New Orleans.

Hartzler, D. S. (2000). A meta-analysis of studies conducted on integrated curriculum programs and their effects on studentachievement. Doctoral dissertation. Indiana University.

Lantz, Hays Blaine, Jr., Ed.D. ( 2009). Science, Technology, Engineering, and Mathematics (STEM) Education What Form?

What Function?,Retrieved on 22/1/2015, available from:

http://www.currtechintegrations.com/pdf/STEMEducationArticle.pdf

Lee, Hea-Jin. (2005).Developing a professional development program model based on teachers' needs. ProfessionalEducator, Vol. 27,No.(1-2),pp 39-49.

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Education. Board on Science Education and Board on Testing and Assessment, Division of Behavioral and SocialSciences and Education. Washington, DC: The National Academies Press.

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teacher preparation programs. APLU/SMTI, Paper No. 6. Washington, DC: Association of Public and Land-grant

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stem-education

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***


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The impact of teaching "Fractal Geometry" on developing the skills of creative thinking

of secondary school studentsIbrahim Mohamed Qannaf Al-Moaafaa

King Saud University

Abstract: The study aimed to organize and prepare a content of an instructional unit in "Fractal Geometry" and toinvestigate its impact on developing the skills of creative thinking of students of secondary school.The study sample cossitedof (34) students of 11th grade of secondary education in Sana'a Governorate.The researcher used the experimental method ofone group with pre- and posttest of skills of creative thinking. This test was prepared by Prof. of educational psychology"Mohmood Mansi" (Alexandria University). Its stability coefficient was 0.92 and the validity coefficient of its items were inthe range of (0.69 0.92).The collected data were analyzed by applying t-test for two connected samples using SPSS.The most important results are as following:1. There are significant differences at the level less than(0.01) between the

means of the scores of the students in the pre-application and post-application of the test of the skills of creative thinking as awhole, as well as for its components: fluency, flexibility, originality in favour of the post-application of the test. 2. There is a

high educational impact of teaching the experimental unit "Fractal Geometry" on the developing the skills of creativethinking of the sample of the study. 3. The experimental unit has developed the fluency skills better than the flexibility, while

the development of the originality skills remained at the same level.The researcher recommended the necessity of includingof "Fractal Geometry" teaching mathematics at different educational stages.

Keywords:Fractal Geometry, creative thinking skills, fluency, flexibility, authenticity.


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Images formed by Chaotic Attractors. Psychology, Silliman University, Dumaguete City, Philippines 6200. and

Blueberry Brain Institute, Waterbury Center VT USA 05677.

Camp,Dan.(1999). A Cultural history of Fractal Geometry: The biography of an idea,PhD,Loyola University of CHICAGO,AAC9917760,D.A.

Chen,A. (2009).Computability of Julia Sats, Berlin: Springer Verlag.

Davis,Brent.(2000). Curriculum forms:on the Assumed Shaped of Knowing and Knowledge.Journal of curriculum Studies,

V(32),No 6.Kiyun,Han.(2003).Sierpinski Fractal Antennas , PhD, Southem llinois University at Carbondale, Dis. Abs.Int, vol(65-

01B),No AA13120544,P356.

Langille,M.(1997).Students' Sense making of fractal Geometry , Msc, Simon Fraser University ,(Canada), AAC

MM16962,D.A.

Liebovitch,L.(1998). Fractals and Chaos , New York: Ox Ford University.

Lornell,R&Westerberg,J.(1999):Fractals in High school ,Exploring a New Germany, The Mathematics Teacher, V92, N3,

PP260-265.

Mandelbort, Benoit & Frame, Michael.(2002). Fractal , Graphics, and Mathematics Education. The Mathematical

Association of America.Mandelbrot, Benoit.(2007): Fractal Geometry, Yale University, Online, Retrieved on October 16, 2010, Available from

URL:http//classes.yale.edu/fractals.

MeKee,Rive.(1997). Students Making Connections through Interactions With Fractal Geometry Activities, MED, Memorial

University of Now foundation (Canada), AAC MM17623,D.A.Newton, Robin.(2008): Conference introduces the Geometry of Nature, Math Science Innovation

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Paul, John.(2003): Fractals, MEMS, and FSS Eiectromagnetic Devices, Miniaturization and Multiple Resonances, phD,

University of California Los Angeles,Dis.Abs.Int.,V65,N(AA13121200),P919.Vacc, Nancy.(1992). Fractal geometry in Elementary School Mathematics, journal of mathematical behavior, V11, N

3,PP279-289.

: :http://Mandelbrot.fractal Geometry.org.http://www.Dictionary.com/Fractal.

* * *


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_________________________________________________________________________________

Evaluation of the inclusion of Nanotechnology concepts in the Science Content of

Secondary School CurriculumAfnan M. Hafez, Barah B. Khaja, Aljawhra M. Al-Otaibi & Shahira A. Al-Quraishi

Taibah University

Abstract: The main objective of this study is to assess the inclusion of the concept of nanotechnology in the content of the Science

curriculum of the advanced classes in the secondary school. The study is trying to answer the following questions: 1. What are the

appropriate concepts of nanotechnology that should be included in the science curriculum of the secondary school in Saudi Arabia? 2. To

what extent is the inclusion of the concepts of nanotechnology in science curriculum in secondary school? To answer the study questions, the

researchers have set the theoretical framework and a systematic method has been adopted accordingly. The curriculum of biology for first,second and third year in the secondary school was selected. In the research card of content analysis has been adopted. The card consisted of

forty five nanotechnology concepts that classified under the following three areas: general nanotechnology concepts, industry

nanotechnology concepts, and medical nanotechnology concepts . The results revealed that some of the concepts of nanotechnology in the

biology book for the first year secondary school were in the public domain which constitutes 28.6%, this was followed by the industrial

concepts 17.7%, and nanotechnology for medical concepts 0% respectively. Some of the concepts of nanotechnology in the biology books

for the second grade were found in the public domain at 4.4%, and then the medical field at 6.6%. The industrial area did not show any

concepts of nanotechnology. For the Science book of the third grade, some of the concepts of nanotechnology were present in the public

domain at 26.6%, and then the industrial domain at 20%, while in the medical domain the concepts emerged at 37.7%. In the light of these

results, the researchers made the following recommendations :* The Ministry of Education should take further steps toward possibilities of

nanotechnology concepts that can be developed in the higher stage classes. * They should draw a well-designed plan for the Science

curriculum, and then develop them in Saudi Arabia. They should imply the requirements of nanotechnology concepts inside that curriculum

and this can be accomplished by concentrating on the aspects which can realize the nanotechnology con.

Keywords:Nanotechnology, evaluation, science curriculum.


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::

201110121435http://saudinanocenter-sa.com/index.php/joomla-home

, 3092014http://masalshehri1.kau.edu.sa/Pages-nano.aspx

, 162013 ,2992014http://www.youm7.com/story/2013/12/16/134-

, 2992014http://ar.wikipedia.org/wiki/%D8%AA%D8%B1%D8%A7%D9%86%D8%B2%D8%B3%D8%AA%D9%88%D8%B1

, ? 3102014https://uqu.edu.sa/lib/ar/101950

,2102014http://nano.ksu.edu.sa/ar/nanotech-history

,1442013http://cordis.europa.eu/nanotechnology/home.html

,2013 :, 1562013http://www.modernphys.com/index.php/2011-08-01-23-15-41/86-newsflash-7

, 2009 , , 1542013

http://uqu.edu.sa/page/ar/55475ETC Group2004 ,2362013

http://www.etcgroup.org/sites/www.etcgroup.org/files/publication/104/01/littlebigdown.pdf

201212,20129121435http://www.alarabiya.net/articles/2012/05/12/213594.html

,2012 72012 ,10121435http://www.youm7.com/story/2012/5/7/

,2011 ,12022,282011

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1435

http://archive.aawsat.com/details.asp?section=15&article=647161&issueno=12022#.VOHPS_msVB0 ,11987,232011

7121435http://archive.aawsat.com/details.asp?section=15&article=641676&issueno=11987#.VOHfhGCKCP8

,2012 ,12187,102012 7121435

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109/678

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, 2012 , ,11121435

http://www.nano4arab.com/inf/news.php?action=show&id=304

,2012 , ,1322012 ,11121435

http://www.kuna.net.kw/ArticleDetails.aspx?id=2221072&Language=ar

2012, 182012 ,12121435http://technology.akhbarway.com/news.asp?c=2&id=131740

,2011 , 22011, 10121435

http://www.youm7.com/story/2011/9/2/0

2011:, ,6102014http://www.nano4arab.com/inf/news.php?action=show&id=297

, 8102014http://nano.ksu.edu.sa/ar/icni

14338102014 http://www.tatweer.edu.sa/content/aboutus: :

Laherto, A. (2010):" Interdisciplinary aspects of nanoscience and nanotechnology for informal education". In M.F. Taar &

G. akmakc (Eds.), Contemporary science education research: teaching (pp. 105-111). Ankara, Turkey: Pegem

Akademi.

Stevens, S., Sutherland, L. & Krajcik, J. (2009): The big ideas of nanoscale science and engineering. Arlington, VA:

NSTA Press.

Sweeney, A. E. & Seal, S. (Eds.) (2008): Nanoscale science and engineering education. Stevenson Ranch, CA: American

Scientific Publishers.

Zenner, G. & Crone, W. (2008): "Introducing nanotechnology and society issues into the classroom". In A. E. Sweeney, &

S. Seal (Eds.), Nanoscale science and engineering education (pp. 622-647). Stevenson Ranch, CA: American

Scientific Publishers.

Stevens, S., Delgado, C. & Krajcik, J. (2010): "Developing a hypothetical multi dimensional learning progression for the

nature of matter". Journal of Research in Science Teaching, 47(6), 687-715.

Holbrook, J. (2010): "Education through science as a motivational innovation for science education for all". Science

Education International, 21(2), 80-91.

Roberts, D. (2007): Scientific literacy/Science literacy. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on

science education(pp. 729-780). Mahwah, NJ: Lawrence Erlbaum Associates.

Laugksch, R. C. (2000): Scientific literacy: A conceptual overview. Science Education, 84(1), 71-94.

Berne, R. (2008): "Content and pedagogy for ethics education in nanoscale science and technology development". In A. E.

Sweeney & S. Seal (Eds.), Nanoscale science and engineering education Stevenson Ranch, CA: American

Scientific Publishers.(pp. 547-566)

Wansom, S., Mason, T., Hersam, M., Drane, D., Light, G., Cormia, R., et al. (2009): "A rubric for post-secondary degree


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microscopy on concepts of viruses, scale, and microscopy". Journal of Research in Science Teaching, 40(3), 303-

322.

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Nordmann & J. Schummer (Eds.), Discovering the nanoscale. Amsterdam: IOS Press.(pp. 231-246).

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Discovering the nanoscale (pp. 9-20). Amsterdam: IOS Press.

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about science made by advocates of NBIC convergence. In D. Baird, A. Nordmann & J. Schummer (Eds.),

Discovering the nanoscale. Amsterdam: IOS Press. (pp. 21- 34)

Jones, M. Gail et. al (2007): "Differences in African-American & European-American Student' Engagement with

nanotechnology Experiences: Perceptual position or Assessment Artifact?" Journal of Reaserch in Scinse

Teachnology, Vol. (44) N. (6), p. (787-799).

Stevens, Shawn (2008): "Using Learning Progressions to Inform Curriculum, Instruction and Assessment Desing",Univeresity of Illinois Chicago.

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Nanotechnology", Jornal of Chemcal Education, Vol. (82), N. (9), P. (1361-1364).

* * *


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_________________________________________________________________________________

Math Teacher Preparation by Makkah Educational Department

in the Forty Secondary School

Ekram Bakr Saeed SaeedMakkah Educational Department

Abstract: This study aimed at investigating the level of self-regulated learning components among secondary science section in Math,

and the relationship between organized learning strategies, self math achievement, and whether these components differ according to the

student's class, and academic achievement. A questionnaire consisted of 257 students from the high school in Makkah was used. The results

showed that the degree of the strategies were very good, and that there is correlation is positive statistically significant between organized

learning strategies, self math and academic achievement. Finally, The results also indicated that there were no statistically significant

differences due to the difference of the independent study variable gender and class level. A set of recommendations was provided above.

Keywords: self-organized learning, math, academic achievement, high school


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