Heba EL-Deghaidy | The American University In Cairo (original) (raw)

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Papers by Heba EL-Deghaidy

Journal of Baltic science education, Jun 25, 2024

2022 IEEE Global Engineering Education Conference (EDUCON)

Journal of Research in Science Teaching, Jan 4, 2019

An international collaborative investigation of beginning seventh grade students' understandings ... more An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline.

2022 IEEE Global Engineering Education Conference (EDUCON), Mar 28, 2022

Asia-Pacific Forum on Science Learning and Teaching, Dec 1, 2006

Heba EL-DEGHAIDY An investigation of pre-service teacher's self-efficacy and self-Image as a scie... more Heba EL-DEGHAIDY An investigation of pre-service teacher's self-efficacy and self-Image as a science teacher in Egypt Copyright (C) 2006 HKIEd APFSLT. Volume 7, Issue 2, Article 2 (Dec., 2006). All Rights Reserved. teachers. The study also investigated the probable relationship between these two variables, which both measure issues related to the expected behaviour teachers adopt when teaching science. Participants were enrolled in a 4-year educational programme at one of the Schools of Education in Egypt. Self-efficacy was measured using the Science Teaching Efficacy Belief Instrument, Form B (STEBI-B) developed by Riggs and Enochs (1990). The Draw-A-Science-Teacher Teaching Checklist (DASTT-C) was used to measure perceptions of self as a science teacher (Thomas, & Pedersen, 1998; Thomas, Pedersen, & Finson 2001). These instruments measure the expected behaviour teachers adopt when teaching science in light of what they think they are capable of. Pre-test and post-test data generated by both instruments from 36 pre-service science teachers representing three groups (Primary, Chemistry and Physics, and Biology) enrolled in a science teaching methods class were compared to determine the relationship between the two instruments. Significant gains on the Personal Science Teaching Efficacy (PSTE) subscale and Science Teaching Outcome Expectancy (STOE) subscale STOE were found for all three groups of pre-service teachers. Significant mean decreases in the modified total of the DASTT-C score were found for one group. Moderate correlations were found between scores from the two instruments, for those with 'high' PSTE and STOE scores. The specific design of the science teaching methods course may be responsible for these changes.

Advances in educational technologies and instructional design book series, Jun 30, 2023

Routledge eBooks, Jun 2, 2023

Routledge eBooks, Jun 10, 2020

Social Sciences & Humanities Open, 2022

This mixed-methods study explores teachers, principals, and supervisors' personal experiences... more This mixed-methods study explores teachers, principals, and supervisors' personal experiences with and perspectives on the features of Discovery Education professional development (PD) programs as a transformative PD (TPD) model, which is implemented as a key component of current educational reforms in Egypt. Constructivist principles, the theory of change, and the transformative learning theory guide this study's framework. Quantitively, more than 4159 participants representing 8.31% of all enrolled teachers and supervisors in grades (G)10–11 PD program all over Egypt responded to an online survey in addition to providing artifacts collected as evidence to instructional transformations during Covid19. Qualitatively, a phenomenological study was conducted with a representative sample of twelve teachers and three principals participating in another two-year PD program about STEM culture implemented in six Egyptian governorates. Findings revealed that this TPD model adopted experiential learning by having teachers wear students' hats, reflect as teachers, apply in real classrooms, see change firsthand, and collectively exchange feedback with ongoing support from expert mentors, principals and supervisors who shared with teachers the same PD journey. The study also concluded that pairing TPD with new reforms such as, embedding technology for deep learning in a curriculum-based PD, inquiry-oriented assessment, research proven instructional strategies, and 21st century skills positively impacted educators' confidence in understanding and buying into these reforms. The study focuses on what works as a TPD model, and why participants' confidence was impacted. With such analysis, this can help structure future TPD models.

Reforming Science Teacher Education Programs in the STEM Era

[no abstract provided]https://fount.aucegypt.edu/faculty\_book\_chapters/1034/thumbnail.jp

This paper aims to introduce the good practices of the reoriented course of ‘Problems of the Soci... more This paper aims to introduce the good practices of the reoriented course of ‘Problems of the Society’, while discussing the impacts of the course on the student teachers and the learning outcomes they gained. The study used a mixed method design which consists of two parts, quantitative methods by using a pre-post sustainability questionnaire and qualitative method by analyzing the students’ written answers of open-ended questions. The data were collected from 3rd year student teachers of the School of Education who participated in the reoriented course. The findings suggest that the reoriented course was effective in helping the student teachers understand sustainability, having positive attitudes towards sustainable development, achieving a number of professional and social learning outcomes that benefit them in their careers as teachers.