Teaching with Texts and Pictures in Science Classes: Teachers’ Attitudes and Motivational Orientations at Different School Levels

Mohamed A. Shahat*, Annika Ohle-Peters, Abdullah Ambusaidi

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

Some Omani science teachers face a challenge in teaching students to deal with learning materials such as texts and pictures. Based on the need for adequate teaching with text-picture material (TPM), this study aimed at investigating the level of teachers’ (N = 886) attitudes and motivational orientations—as aspects of their professional competence—toward teaching with TPM and their relations to teacher background variables. The results showed a high level of teachers’ attitudes and motivational orientations in teaching with TPM and revealed low directed relations among teachers’ gender, teaching experience, and the number of science lessons taught per week in all classes. In addition, the results showed differences in teachers’ attitudes and motivational orientations in schools of different levels. The findings of this study contribute to the science education field by adding knowledge on important aspects of teachers’ competence for teaching with TPM and their relations to teachers’ demographic background in an Arab context such as that in Oman.

Original languageEnglish
Pages (from-to)107-123
Number of pages17
JournalJournal of Science Teacher Education
Volume33
Issue number1
DOIs
Publication statusPublished - 2022

Keywords

  • learning materials
  • Omani teachers’ competencies
  • science classes
  • text-picture integration

ASJC Scopus subject areas

  • Education

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