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هدفت هذه الدراسة الوصفية إلى معرفة الطرائق التدريسية المستخدمة لدى معلمي ومعلمات الفيزياء في المرحلة الثانوية، وتكونت عينة الدراسة من (78) معلما ومعلمة يمثلون 20% اختيرت عشوائيا من مجموع عدد (398) معلما ومعلمة في العاصمة صنعاء. وقد توصلت الدراسة إلى النتائج الآتية: -عدد الطرائق التدريسية المتضمنة في أدلة معلمي الفيزياء في المرحلة الثانوية (15) طريقة تدريسية. -أكثر الطرائق المستخدمة من قبل معلمي الفيزياء في المرحلة الثانوية هي طريقة المناقشة والحوار، تليها طريقة التعلم التعاوني في تعليم المفاهيم العلمية، وطريقة الألقاء، وممارسة التعلم الذاتي، واستخدام طريقة التمثيل والقياس، وطريقة استخدام حل المشكلات. -توجد فروق دالة إحصائيا بين الطرائق التدريسية التي يستخدمها معلمو ومعلمات الفيزياء وفقا للجنس في طريقة دورة التعلم لصالح المعلمين، وطريقة التجريب من قبل الطالب لصالح المعلمات، وطريقة استخدام حل المشكلات لصالح المعلمين. - لا توجد فروق دالة إحصائيا في استخدام الطرائق التدريسية وفقا لمتغير الصف الدراسي. - توجد فروق دالة إحصائيا في استخدام الطرائق التدريسية وفقا للمؤهل العلمي وذلك في طريقة المناقشة والحوار ولصالح المعلمين. - توجد فروق دالة إحصائيا للخبرة التدريسية في كل من طريقة المناقشة والحوار، وطريقة التعلم التعاوني في تعليم المفاهيم العلمية، وطريقة التجريب من قبل الطالب، وطريقة استخدام التمثيل والقياس بين المجموعات. - هناك فروق دالة إحصائيا في متوسط الطرائق التدريسية لصالح المعلمين الذين يحملون درجة الماجستير مقارنة بالمعلمين الذين يحملون درجة البكالوريوس، بينما لا تظهر هذه الفروق لدى الذين يحملون درجة الماجستير والذين يحملون درجة الدبلوم العام
This descriptive study aimed to know the teaching methods used by teachers of physics in the secondary level, and the sample of the study consisted of (78) male and female teachers representing 20% randomly selected out of the total number of (398 (physics teachers in the capital Sana'a. The result of the study as follows: -The number of teaching methods included in the manuals of secondary physics teachers (15) teaching methods. -The most common methods used by secondary school physics teachers are the method of discussion and dialogue, followed by collaborative learning in teaching scientific concepts, talking by teachers, practicing self-learning, using the method of representation and measurement, and using problem solving. -There are statistically significant differences between the teaching methods used by teachers of physics according to gender in the method of learning cycle and for the benefit of male teachers, the method of experimentation by the student and for the benefit of the female teachers, and the method of using problem- solving and for the benefit of male teachers. -There are no statistically significant differences in the use of teaching methods according to the level grade in the three grades, the first secondary, the second secondary, and the third secondary. -There are statistically significant differences in the use of teaching methods in accordance with the scientific qualification in the way of discussion and dialogue and for the benefit of teachers. -There are statistically significant differences between teachers according to the teaching experience in both the method of discussion and dialogue, the method of collaborative learning in the teaching of scientific concepts, the method of experimentation by the student, and the method of using representation and measurement. -There are statistically significant differences in the average teaching methods used by physics teachers and for teachers with master's degree comparing to teachers with a bachelor's degree, while these differences do not show statistical significance among teachers of physics who hold master's degrees and who hold a general diploma. -There are statistically significant differences in the way of discussion and dialogue and in favor of the group that has experienced it for decades and more compared to the group that has experienced 10 years less and the group that has experienced less than 5 years. -There are statistically significant differences in the way of collaborative work in the teaching of scientific concepts and for the benefit of the group that has experienced 10 years and less compared to the group that has experienced less than 5 years. -There are statistically significant differences in the method of experimentation by the student and for the benefit of the group that experienced 10 years and less compared to the group that experienced less than 5 years. -There are statistically significant differences in the method of experimentation by the student and for the benefit of the group that has experienced ten years and more compared to the group that experienced 10 years or less. -There are statistically significant differences in the method of using representation and measurement and for the benefit of the group that has experienced 10 years and less compared to the group that experienced less than 5 years. -There are statistically significant differences in the use of representation and measurement in the group that has experienced more than 10 years and more compared to the group that has experienced 10 years or less. -There are statistically significant differences in the way the experiments are conducted and for the benefit of the group that has experienced more than 10 years compared to the group that has experienced 10 years and less and the group that has experienced less than 5 years.
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