Baraah Mohammad Omama *
نبذة عن البحث باللغة العربية:
تصوّرات المعلّمين حول إمكانية تدريس القضايا العلمية المجتمعية من خلال الممارسات الرقمية في صفوف مادة الأحياء المتأثرة بالأزمات في لبنان
تستكشف هذه الدراسة تصوّرات معلمي الأحياء في المرحلة الثانوية حول تدريس القضايا العلمية المجتمعية من خلال الممارسات الرقمية في ظل ظروف الأزمة في لبنان، وتعتمد تصميمًا مختلطًا موجّهًا بنظرية السلوك المخطَط، حيث جُمعت البيانات الكمية من استبيان شمل 59 معلمة ومعلمًا، والبيانات النوعية من مقابلات شبه منظَمة مع ثلاثة معلَمين.
تظهر النتائج أن المعلمين يقدَرون أهمية القضايا العلمية المجتمعية في ربط علم الأحياء بالحياة الواقعية، وتعزيز التفكير النقدي، وزيادة تفاعل الطلاب، إلا أنهم يعدّون تطبيقها محدودًا بسبب الضغط النفسي لدى الطلاب، وحساسية بعض الموضوعات، والقيود المدرسية، والحاجة إلى التدريب. كما تعُدّ الممارسات الرقمية مفيدة في عرض قضايا واقعية ووجهات نظر متعددة، لكنها تعتمد على توافر الوصول والمرونة واستعداد المعلَمين. وتبيَن الدراسة أيضًا، أن التحدي الأساسي لا يكمن في مواقف المعلَمين تجاه هذه القضايا، بل في الظروف المرتبطة بالأزمة التي تحدد ما يمكن تنفيذه داخل الصفوف.
الكلمات المفتاحية:
تعليم الأحياء؛ معلمو لبنان؛ الممارسات الرقمية؛ القضايا العلمية المجتمعية
***
Abstract:
This study explored secondary biology teachers’ perceptions of teaching socio-scientific issues (SSI) through digital practices under crisis conditions in Lebanon. The study adopted a mixed-methods design guided by the Theory of Planned Behavior (TPB), with questionnaire data collected from 59 teachers and interviews conducted with three teachers. Findings revealed that teachers valued SSI for connecting biology to real life, promoting critical thinking, and increasing student engagement. However, they viewed its feasibility as limited by students’ emotional stress, sensitive topics, school constraints, and the need for training. Digital practices were found to be helpful for presenting real-life issues and multiple perspectives, but their effectiveness depended on access, flexibility, and teacher preparedness. Overall, the study shows that the main challenge is not teachers’ attitudes toward SSI, but the crisis-related conditions shaping what is possible in classrooms.
Keywords:
Biology education; Lebanese teachers; Digital practices; Socio-scientific issues
***
* براءة محمد أمامة: باحثة لبنانية. تعدّ أطروحة دكتوراه في التربية في المعهد العالي للدكتوراه في الآداب والعلوم الإنسانية والاجتماعية - الجامعة اللبنانية. تعالج في أطروحتها موضوع: استكشاف دمج تعليم العلوم والتكنولوجيا والهندسة والرياضيات (STEM) في برنامج إعداد معلّمي العلوم والرياضيات قبل الخدمة في كلية التربية في الجامعة اللبنانية: المناهج، والتصورات، والاتجاهات، والكفاءة الذاتية، وهي بإشراف الأستاذة الدكتورة هنادي شاتيلا.
* Baraah Mohammad Omama: A Lebanese researcher. She is preparing a doctoral dissertation in Education at the Doctoral School of Literature, Humanities and Social Sciences - Lebanese University. Her dissertation addresses the topic: “Exploring STEM Education Integration in Preservice Science and Mathematics Teachers’ Preparation Program at the Lebanese University, Faculty of Education: Curriculum, Perceptions, Attitudes, and Self-Efficacy,” and is supervised by Professor Dr. Hanadi Chatila.
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الحداثة (Al Hadatha)
صيف 2026 SUMMER
العدد: 240 ISSUE
مجلد: 33 .Vol
ISSN: 2790-1785
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