Abstract
The aim of the current study was to investigate the effectiveness of a proposed training program for grade 11 chemistry teachers to enhance their chemistry conceptual problem posing and solving skills. The sample was based on one group of sixteen chemistry teachers from various schools in the Dakhelyah Governorate of the Sultanate of Oman. They were ponded training in a three day workshop on how to pose and solve chemistry conceptual problems, by using the proposed strategies suggested by the researchers. Pre and post chemistry conceptual problem posing and solving tests were applied to the sample of the study designed by the researchers. The results demonstrated statistically significant differences at ( α= 0.05) on chemistry conceptual problem posing and solving skills, among chemistry teachers between pre and post tests in favor to post tests. Recommendations and suggestions were provided based on the findings.
Keywords
Problem posing model, chemistry problem posing skills, chemistry problem solving skills, problem solving strategy
Article Type
Article
First Page
504
Last Page
523
Publication Date
7-29-2018
Recommended Citation
Al- Sinani, M, & Ambusaidi, A (2018). Effectiveness of a Proposed Training Program for Grade 11 Chemistry Teachers to Acquire Chemistry Conceptual Problem Posing and Solving Skills. Journal of Educational and Psychological Studies, 12(3), 504-523. https://doi.org/10.53543/jeps.vol12iss3pp504-523