The Effect of Higher Diploma in Education program on Developing the Pedagogical Thinking of Science Teachers in Zarka Governerate

Abstract

This study aimed at determining the effect of having a “diploma in education” on the science teacher’s pedagogical thinking in Zarka governerate. In order to do that, two groups of science teachers were chosen as a sample of the study, each of them consisted of (90) teachers. Members of one the comparative groups had a diploma in education + a bachelor degree in science, while members of the other group had a bachelor a degree in science only. To assess their pedagogical thinking a valid and reliable questionnaire including six teaching problems was prepared and given to them. They were asked to give reasons and solutions for each problem, and rationales for choosing these solutions. Their answers were analyzed according to four criteria: Types of variables given as reasons for each problem, solutions they propose, pedagogical knowledge they have and types of arguments they use to defend their solutions. The results showed that there are qualitative and quantitative differences between the two groups in a number of areas related to: reasons of the problems, solutions proposed and pedagogical knowledge in favor of the first group. While there were no obvious differences between the two groups with respect to the arguments they used to defend their solutions.