Browsing by Author "Forawi, Sufian"

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    The Implementation of Critical Thinking Skills in American Curriculum Schools in Sharjah: A Study on Science Teachers’ Approach and Academic Standards
    (SpringerLink, 2024) El-Gazzar, Heba; Forawi, Sufian
    The purpose of this study is to examine the extent to which the science teachers apply critical thinking in their classrooms in some of American schools in Sharjah. In the modern days, the attention towards critical thinking skills is massive. For so many years it’s been acknowledged as a central objective in the field of education. The academic standards in various subjects including math, science, and social studies give significance to several connections between critical thinking and the content of the core curriculum, guiding the students in a more superior way. This research study was aspired to delve into the approach of in-service science teachers regarding the implementation and utilization of critical thinking attributes in science classes that apply the NGSS science academic content standards in some American curriculum schools in Sharjah (UAE). In this quantitative study, twenty science teachers responded and volunteered from various schools in Sharjah. A large diversity of standards was attended by science teachers in place of needing critical thinking skills in the face of the fact that a lot of others were contemplated to be inadequate. The scheme concerned with standards perceived high in comparison to critical thinking in science. However, the standards of the science content conceded the minimal amount.
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    The Perceptions of Science Teachers in Improving and Developing Science Learning of Students with Learning Difficulties in the Middle Stage of Private Schools in Dubai
    (SpringerLink, 2024) AlSadoon, Muna; Forawi, Sufian
    Purpose- This research investigates science teachers’ perceptions and practices in enhancing the science learning of students with learning disabilities (LD), guided by social cognitive theory and Fox’s Personal Learning Theories. Methodology- The study utilized a questionnaire responded to by 156 science teachers from various private schools in Dubai. Findings- Findings indicate a positive perception among teachers towards developing science learning for students with LD, employing well-established strategies. Implications- the study emphasizes the need for guidance and coordination among stakeholders to maximize the impact of these positive perceptions. Originality/value- providing essential information for enhancing science teacher performance and creating an optimal classroom environment.