Faculty Methods of Teaching Science to Undergraduate Girls Students in Najran University Focusing on Independent Learning Process

Abstract

Most scientific process require students with skills and knowledge such as critical analysis, data interpretation, problem solving, collaborative work, oral communication, scientific writing and experimental design.  Unfortunately, most of the science college departments have a weak curriculum design for teaching and learning science undergraduates students with a traditional teaching learning methods.  However, the results show that teaching students of science with early skills and self-learning may enhance their understanding of science contents.  The research show how science teachers spent more time on teaching their girls students in Najran University, Saudi Arabia,  traditionally with no enough time spending on teaching skills due to their lack of facilities and supplements.  In addition , they are engaged in other duties in the colleges beside the need to cover their content of science curriculum. To encourage faculty to address these issues, we need to provide some methods and materials for teaching science with developed and  modern techniques  to improve students learning and self-learning process.  The study is based on students’ learning focusing on scientific process of learning science and their perception about the way the course of science were taught with no focus on the content itself.  Finally, the study recommends an implementation of teaching course to undergraduate science students with process of skills and knowledge to improve their retention of science which enhances science knowledge and practices.

Keywords: science teachers, self-learning process, effective teaching and learning process, students critical thinking.