Investigating Science Teachers Beliefs about Science and Teaching
Struggles in Implementing Science Education Reform in Saudi Arabia
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The purposes of this quantitative, descriptive study were to investigate Saudi science teachers beliefs about science and science teaching, and to determine how do Saudi science teachers view educational reform in science and how do they view change in education. Addressing teachers beliefs about science and nature, school science, teacher student relations in the classroom, and environmental factors affecting teaching science. It was apparent that differences exist between teachers beliefs about science and teaching and their teaching methods. Although Saudi science teachers presented inquiry...
The purposes of this quantitative, descriptive study
were to investigate Saudi science teachers beliefs
about science and science teaching, and to determine
how do Saudi science teachers view educational
reform in science and how do they view change in
education. Addressing teachers beliefs about
science and nature, school science, teacher student
relations in the classroom, and environmental
factors affecting teaching science. It was apparent
that differences exist between teachers beliefs
about science and teaching and their teaching
methods. Although Saudi science teachers presented
inquiry-based views about science, nature, and
teaching science, they do not practice these views
in science class. The findings imply that
educational reform in science education must
simultaneously address all the components of an educational system and the concept of systemic
reform, as will as the need for a standards-based
learning system and establishing Benchmarks for
science in Saudi education, also the structure of
the reform should apply to a network base instead of
to the hierarchy system.
were to investigate Saudi science teachers beliefs
about science and science teaching, and to determine
how do Saudi science teachers view educational
reform in science and how do they view change in
education. Addressing teachers beliefs about
science and nature, school science, teacher student
relations in the classroom, and environmental
factors affecting teaching science. It was apparent
that differences exist between teachers beliefs
about science and teaching and their teaching
methods. Although Saudi science teachers presented
inquiry-based views about science, nature, and
teaching science, they do not practice these views
in science class. The findings imply that
educational reform in science education must
simultaneously address all the components of an educational system and the concept of systemic
reform, as will as the need for a standards-based
learning system and establishing Benchmarks for
science in Saudi education, also the structure of
the reform should apply to a network base instead of
to the hierarchy system.
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