Ahmad Qablan
Hashemite University
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Publication
Featured researches published by Ahmad Qablan.
Teacher Development | 2015
Ahmad Qablan; Theodora DeBaz
Preservice science teachers generally feel that the implementation of inquiry-based science teaching is very difficult to manage. This research project aimed at facilitating the implementation of inquiry-based science teaching through the use of several classroom strategies. The evaluation of 15 classroom strategies from 80 preservice elementary science teachers was reported. Results indicated that those classroom strategies were useful for promoting preservice science teachers’ understanding and reinforcing their skills for teaching science through inquiry. In addition, findings indicated that preservice science teachers gained more sophisticated understanding of the role of these classroom strategies and their potential implications for facilitating inquiry science teaching and learning. The study provided several suggestions to facilitate the implementation of inquiry science teaching in school science classrooms.
Applied Environmental Education & Communication | 2009
Ahmad Qablan; Suleiman Al-Qaderi
It is commonly assumed that attitudes and behaviors need to be modified to secure a sustainable future. This article examines insights from the social sciences in this extensive field. It first evaluates college faculty attitudes and classroom practices with respect to education for sustainable development (ESD) using a survey designed for that purpose. Results of the study indicate that college faculty exhibited a moderate level of attitudes toward ESD. Although they showed a strong preference for pedagogical approaches that were contrary to the basic tenets of indoctrination, they used teaching practices that hinged on indoctrination. That mismatch between faculty attitudes and behavior was carefully highlighted and discussed by taking account of the personal, physical, social, and institutional contexts that shape and constrain their choices. The study suggested following several safeguards practices against indoctrination when adopting a committed approach to ESD, offering special training courses for college faculty to enhance their pedagogical knowledge, and building learning communities between college faculty to advance their awareness, attitudes, and pedagogical knowledge that relates to ESD.
Archive | 2008
Yousef Haik; Reyad Sawafta; Irina Ciubotaru; Ahmad Qablan; Ee Lim Tan; Keat Ghee Ong
In situations of widespread infectious disease an action that might result, the rapid diagnosis of pathogenic states will assist first responders in implementing prompt treatments, in a huge reduction in the number of illnesses and deaths. Currently available detection/diagnostic procedures are either time-consuming (8–48 h) and require enrichment and culturing of bacteria before testing, or provide only qualitative results. Magnetic immunoassay technology appears to have particularly superior performance over other immunodetection methods. A typical magnetic immunoassay entails a capture part and a detection part, between which the target is immobilized. The capture part of the immunoassay consists of magnetic particles functionalized to capture the target from the sample. The immobilized target is then sandwiched between the capture and detection complexes and subjected to a detection process that will provide accurate and rapid results, most of the time in a matter of minutes. Another important advantage that a sensitive magnetic immunoassay confers is the reduced volume of samples and reagents needed. This chapter discusses the elements associated with a magnetic immunoassay specifically designed for the rapid detection of pathogens. The chapter presents a review of the different techniques used in the synthesis and encapsulation of magnetic particles, as well as strategies for the immobilization and detection of the targeted pathogen. Several magnetic separation strategies are also discussed.
Teacher Development | 2016
Ahmad Qablan
The purpose of this study was to determine if science teachers showed a change in their ability to design and implement science lessons that integrate twenty-first century science practices as a result of their participation in a subject-specific professional development program. A qualitative design utilizing inductive analysis was used to investigate teachers’ ability to design inquiry-oriented lessons and implement them in the classroom. Eight science teachers participated in the study. Findings showed that teachers have benefited from their participation in the program and were able to plan and implement their inquiry-oriented lesson plans and implement them in the classroom. The analysis also showed that teachers were not able to demonstrate their ability in two dimensions of inquiry (asking scientifically oriented questions and designing and carrying out investigations). Finally, several suggestions were presented to modify the program’s training materials to focus more on these two dimensions of inquiry.
Research in Post-compulsory Education | 2008
Fathi Ihmeideh; Akram Al-Basheer; Ahmad Qablan
This study aims to explore empirically how far the roles adopted by the mentors of early childhood education students teaching in Jordan coincide with a model of roles suggested in the literature of teacher training. This study is an attempt to draw from the literature as many views about the role of the mentor as possible and then to attempt to develop a comprehensive model to describe mentoring. Such a model can then be explored empirically in the context of a Jordanian teacher education programme. The results of this study are reported in respect of two qualitative research techniques using evidence from three rounds of interviews with eleven early childhood education mentors and their fourteen student teachers, and the observation and field notes taken during fieldwork.
International Journal of Applied Educational Studies | 2008
Aieman Al-Omari; Ahmad Qablan; Samer Mohammad Khasawneh
International journal of environmental and science education | 2009
Ahmad Qablan; Jamal Abu Al-Ruz; Samer Khasawneh; Aieman Al-Omari
Journal of Science Education and Technology | 2009
Ahmad Qablan; Amjad Abuloum; Jamal Abu Al-Ruz
Archive | 1987
Ahmad Qablan; Suhair Jaradat; Ibrahim Al-Momani
The Electronic Journal of Science Education | 2011
Ahmad Qablan; Sherry A. Southerland; Yavuz Saka