|M.Sc Student||Nasser Nihal|
|Subject||Teaching Case Studies and Adapted Scientific Articles in|
Bilingual Learning Environment
|Department||Department of Education in Science and Technology||Supervisors||Dr. Orit Herscovitz|
|Professor Yehudit Dori|
|Full Thesis text - in Hebrew|
During the last decade, a new curriculum in chemistry has been developed, and the structure and topics of the matriculation examination of the three points for chemistry major students was modified. In accordance with this, students are required to respond to an article-based question or a case-based question that has been integrated into this matriculation exam.
The research presented here examined the attitudes of chemistry teachers in the Arab sector in Israel to both teaching and learning case studies and adapted scientific articles. The research tools included attitude questionnaire and interviews. Interviews were conducted with an expert in bilingual learning environment (chemistry teacher who has conducted a research in this topic) and with a focus group that included five teachers.
The data inferred from the questionnaire show that most of the teachers argued that the integration of case studies in chemistry teaching is interesting and challenging for them and for their students and contributes to their scientific thinking and understanding. Most of the teachers argued that developing case studies contributes to their professional development and that they are in favor of integrating case studies as an evaluation tool for chemistry students. However, about 60% of the teachers preferred to use case studies that appear in the pool which was developed by other teachers due to the difficulty in developing such activities for their own students.
Concerning the teaching in bilingual learning environment, less than half of the teachers showed positive attitudes and the main argue was the difficulties that students from the Arab sector faced.
Teachers’ interviews showed that they were in favor of integrating case studies into chemical education. They also emphasized the importance of teaching in bilingual learning environment. Although this learning environment includes difficulties for both teachers and students, it has many advantages for the students, mainly in preparing them to academic learning and coping with the Hebrew language in their future life as adults.
The importance of this study is in its contribution to building guidelines (a) for teachers in the Arab sector, who need to cope with the instruction of case studies in bilingual learning environment, (b) be a basis for building a professional community of bilingual teachers in chemistry and in other scientific domains, (c) for the developers of teachers’ continuing education programs, and (d) for designing case-based teaching approach in bilingual learning environment.