Active Learning Practices for First-grade Science Teachers and their Relationship to Students’ Successful Intelligence Kareem Ban Mohammed1,*, Al-Sheikh Ghadah Shareef1, Mugir Abbas Hussein1 1Department of Higher Education, College of Basic Education, University of Babylon, Babylon, Iraq *Corresponding Author: Ban Mohammed Karim, Department of Graduate Studies-Method of Teaching General Sciences, Faculty of Basic Education, University of Babylon, Iraq, e-mail: banseriawi@gmail.com
Online published on 31 March, 2020. Abstract The paper aimed to identify the active learning practices of the teachers of science for the first grade and their relation to the successful intelligence of their students. The descriptive approach was used to suit the nature of the study. The researcher presented the study tools to a group of experts and arbitrators for the purpose of verifying the validity of the research tools. The data were also statistically processed using Holistic equation, arithmetic averages, standard deviations, The results of this study found that active learning practices were weak, while successful intelligence was medium. Results showed a statistically significant positive correlation between active learning practices among science teachers and between In the light of the previous results, the researcher recommended several recommendations, including the preparation of training programs for teachers of science in general and for the first grade teachers in particular the average of active learning practices and the need to hold seminars for science teachers to identify successful intelligence and provide a classroom environment that works on development. Top Keywords Active Learning-Science Teachers-Successful Intelligence. Top |