Exploring pedagogical decision making from the lens of science teachers in response to different pedagogical issues

Abstract

Abstract:: The success of an educational process is represented by success in making appropriate decisions. This study aims at exploring pedagogical decision-making by science teachers in dealing with pedagogical issues based on their point of views. Three demographic variables: teacher's gender, school stage, and teaching experience were investigated. The sample of the study was composed of (568) science teachers in grades (1–12) in the Sultanate of Oman. To achieve the objectives of study, it followed the descriptive method based on a questionnaire was prepared and administered to collect data from the targeted sample. The results of the study showed that the first decision science teachers made while dealing with pedagogical issues was seeking advice from supervisors and senior teachers followed by relying on personal experience and continuing with the current practice. Furthermore, the results indicated a statistically significant difference in some options in favor of female teachers, cycle one's teachers, and teachers with less than ten years of experience. The study concluded with a set of recommendations in the light of findings.

Keywords

• Pedagogical decision-making
• Science teachers
• Practices
• Pedagogical issues