THE IMPACT OF LONG TEACHERS' TRAINING ON PERFORMANCE AND ATTITUDE TOWARD SCIENCE OF BOTH TEACHERS AND STUDENTS-THE CASE OF SECONDARY SCHOOL TEACHERS

The current paper aims to present results, from a first stage of a currently, implemented plan to develop a framework that can integrate practical science activities within the teaching and learning process of school science. The final objective is to extend students' knowledge toward understanding of natural world, main concepts, ideas and scientific theories by introducing an effective system for practicing these activities that are designed to be both "hands on" and "mind on". The plan is based on training in the first phase (pilot) a group of 24 grade -11 science teachers(12 from each gender) from randomly selected 8 independent schools in Qatar (8 teachers from each discipline-Biology, chemistry and Physics, and 8 teachers serve as control group) over a period of academic years for a total of 60-70 hours (3-4 hours training session/week). In every training session, teachers are trained on a specific topic from the curriculum, then they perform the same activities at their schools. In the subsequent training session, teachers reflect and discuss feedbacks with their trainers and colleagues. Evaluation of the program is based on both teachers' and students' performances and attitudes before and after training. The result of evaluating the training of grade 11 teachers indicate a very significant increase in delivery skills and performance of teachers as well as the attitude toward science of teachers and students. Evaluation was based on teachers' general skill test, practical class observation and attitude towards science before and after training of both students and teachers. Comparing results with control group. In testing the skills, 27 school teachers were selected randomly to take the test as a control group. The trainees outperformed the control group by an overall average factor of about 1.65 in all the three subjects. Teachers' confidence in delivery of practical activities was enhanced among all trainees. A T-test analysis of students' attitude toward, and interest in science gave a significant increase in 5 factors related to interest, belief, attitude, self-efficacy and value of science. In year II the same number of teachers are selected from primary and preparatory schools.