Sameera Mahmoud Alshorman, Ph.D in Science Curricula and Teaching Methods,
Ph.D. in Science Curricula and Teaching Methods, Yarmouk University, 2011
Master in Science Curricula and Teaching Methods, Yarmouk University, 2006
Bachelor degree in general sciences teacher, Yarmouk University, 1999
Now an assistant professor at Arab Open University – Jordan, she has worked previously in the Educational field for 19 years, and she was awarded Queen Rania Award for excellence in education in 2006.
ED537 -Methodology of Science Instruction- Higher Diploma in Education
ED-534-Field and Practicum Education- Higher Diploma in EducationED460- Science for Teachers of Elementary School I - Bachelor
ED462- Science for Teachers of Elementary School II - Bachelor
ED-468- Methodology of Science for Teachers of Elementary School- Bachelor
ED-482- Environment and Health- Bachelor
ED449- Practical Education 2- Bachelor
2018 - Present: Full-time Lecturer / Assistant Professor at the Arab Open University / Jordan.
2017-2018: Principal. Arjan Secondary School for Girls, Amman first educational district / Jordan.
2008-2018: Part-time lecturer at the Arab Open University / Jordan.
2007-2010: Principal. Zubaida Bint Jaafar Elementary School for Girls, Irbid / Jordan.
2009-2010: Principal. Sukaina Bint Al Hussein elementary mixed educational School, Irbid / Jordan.
2008-2009: Principal. Jejeen Primary School for Girls, Irbid / Jordan.
2008 - 2009: Member of the Jordanian Design Teams for the Curricula of the Teacher Training and School Leadership Center, and the Queen Rania Al Abdullah Academy for Teacher Training, Amman / Jordan.
2007 - 2008: Principal. King Abdullah II Schools of Excellence, Irbid / Jordan.
2007 - 2008: Member of the Technical and Educational Support Committee. Directorate of Education for the First Irbid District, Irbid / Jordan.
2006-2007: Assistant Principal. King Abdullah II Schools of Excellence, Irbid / Jordan.
2004 - 2006: Teacher for the subjects of general sciences and preparation of scientific projects. King Abdullah II Schools of Excellence, Irbid / Jordan.
2000 - 2004: General sciences teacher. Koura Education Directorate, Irbid / Jordan.
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Alshorman,
S. M. (Accepted). Self-efficacy of science teachers in using artificial
intelligence and integrating it into teaching in light of some variables. Journal
of Educational Sciences. Imam Mohammad Ibn Saud Islamic University, Saudi
Arabia. [In Arabic]
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Alshorman,
S. M., Malkawi, A. R., & Alomari, I. M. K. (2024). Inclusion of habits of
mind in secondary stage physics textbooks in Qatar, Jordan, and Palestine: A
comparative study. Journal of Educational Sciences, 24(2), 151–174.
[In Arabic]
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Alshorman,
S. M. (2024). Entrepreneurial culture and impediments to its dissemination as
perceived by elementary school science teachers in Irbid, Jordan. Dirasat:
Educational Sciences, 51(2), 135–148. [In Arabic]
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Alshorman,
S. M. (2024). The readiness to use AI in teaching science: Science teachers’
perspective. Journal of Baltic Science Education, 23(3), 432–448.
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Al-Yahmadi,
H., & Alshorman, S. (2022). The role of teachers in developing students’
science creative thinking skills in Jordan and Sultanate of Oman. Randwick
International of Education and Linguistics Science Journal, 3(4),
575–585.
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Alshorman,
S. M. (2022). The inclusion of the habits of mind in 7th grade science
textbooks. Journal of the Association of Arab Universities for Research in
Higher Education, 42(3), Article 3. [In Arabic]
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Khataybeh,
A., Alshorman, S., Shatnawi, R., Bakheet, W., & Dagamseh, K. (2021). The
inclusion of science passion criteria in chemistry and earth sciences
textbooks for 10th grade in Jordan. Turkish Online Journal of Qualitative
Inquiry, 12(9), 2556–2567.
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Shurman,
S. M., Al-Fursan, M., & Abu-Rub, M. (2020). The role of educational
supervision in the activation of the school-local community relationship. Dirasat:
Educational Sciences, 47(1), 200–212. [In Arabic]
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Al-Husban,
N. A., & Alshorman, S. M. (2020). Perceptions of Syrian student refugees
towards blended learning: Implications for higher education institutions. International
Journal of Emerging Technologies in Learning, 15(1), 45–56.
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Al-Fursan,
M., Alshorman, S. M., & Abu-Rub, M. (2020). The acceptance of teachers
and school principals to the fingerprint attendance system: Their
perspectives. IUG Journal of Educational and Psychological Sciences, 28(6),
912–924. [In Arabic]
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Al-Fursan,
M., Alshorman, S. M., & Abu-Rub, M. (2019). The role of school principals
in disseminating environmental awareness among high school students in Kasbah
Irbid – Jordan. IUG Journal of Educational and Psychological Sciences, 27(2),
835–852. [In Arabic]
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Khataybeh,
A. M., Subbarini, M., & Shurman, S. (2010). Education for sustainable
development: An international perspective. Procedia - Social and
Behavioral Sciences, 5, 599–603.
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