The Reality of Professional Development Programs for Middle School Science Teachers in Saudi Arabia in light of the Next Generation Science Standards (NGSS)

Naglaa Ali Moustaffa, Samaah Hasan Akkash Al-Enazi


According to the Next Generation Science Standards, the study sought to determine the reality of professional development programs for middle school science instructors in Al-Kharj Governorate, Saudi Arabia (NGSS). One of the study's most significant findings is that professional development programs for science teachers in the intermediate stage include central ideas according to the next-generation standards NGSS to a high degree, and teachers gain common and interrelated concepts. There are (135) science teachers in middle school schools in Al-Kharj Governorate. One of the most significant recommendations of the study was that professional development programs should be based on teachers' understanding of the foundations and principles of the central ideas. The need to enable the analysis of the critical concepts of geometry and technology is a must and must include activities to implement the principle of causation. Science teachers acquire scientific and geometric practices to a high degree under generation standards. Help them improve their abilities to choose contemporary models for science topics and teach them how to create geometric solutions to real-world science problems.

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Copyright (c) 2022 Naglaa Ali Moustaffa, Samah Hassn Alanazi

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Journal of Curriculum and Teaching ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)  Email:

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