Alignment science curricula to scientific and engineering practices: The reality of science teachers’ implementation of scientific and engineering practices in distance education during the Corona pandemic.

Abstract

The aim of the study is to determine the alignment of developed science textbooks for scientific and engineering practices (SEPs), and the reality of the implementation of these practices by science teachers in distance education during the Corona pandemic. The study used an approach of mixed design (quantitative and qualitative). First, these textbooks were subjected to a quantitative content analysis. Secondly, based on the results of the preceding content analysis, a questionnaire was prepared and distributed to (80) science teachers, to reveal the extent to which they implemented these practices. Third, nine of the study's teachers were interviewed. The results revealed that SEPs were available at a low level in developed science textbooks for the fifth grade, while some practices were not available. During the pandemic, Science teachers applied SEPs in distance education at a low degree (M=2.30). The results also showed that the successful application of SEPs in distance education during the Corona is dependent on the technological infrastructure of schools. Furthermore, science teachers faced obstacles and challenges that limited their ability to apply SEPs, including the lack of technology tools and programs, weak internet networks, a lack of remote interactive platforms, and the use of television broadcasting as a teaching method.