The Reality of Science Teachers’ Use of the Reciprocal Teaching Strategy and the Level of Scientific Communication and Dialogue Skills among Middle School Students in Sakaka City: A Proposed Framework

This study aimed to identify the reality of science teachers’ use of the reciprocal teaching strategy, determine the level of scientific communication and dialogue skills among middle school students in Sakaka City, identify the challenges associated with its implementation, examine differences in participants’ responses according to educational qualification, years of experience, and number of training courses, and develop a proposed framework for enhancing its application. The study adopted the descriptive survey approach and included all middle school science teachers in Sakaka City (N = 40). A questionnaire consisting of 28 items distributed across three dimensions was used to collect data. The findings revealed that the degree of science teachers’ use of the reciprocal teaching strategy was moderate (M = 2.80). Students’ scientific communication and dialogue skills were also rated at a moderate level (M = 3.22), whereas implementation challenges were rated high (M = 4.02). The most prominent challenges were curriculum density, limited class time, large class sizes, and the need for specialized professional training. Statistically significant differences were found according to educational qualification, years of experience, and number of training courses, favoring teachers with higher qualifications, greater experience, and more training courses. Based on the findings, a proposed framework was developed to enhance implementation effectively.