SAUDI ELEMENTARY SCHOOL SCIENCE TEACHERS’ BELIEFS: TEACHING SCIENCE IN THE NEW MILLENNIUM

• Published in: International journal of science and mathematics education Vol. 11; no. 2; pp. 501 - 525
• Main Authors: Hamdan Alghamdi, Amani K., Saud Al-Salouli, Misfer
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01-04-2013; Springer
• Subjects: Beliefs; Differences; Education; Educational Resources; Elementary School Science; Elementary School Teachers; Foreign Countries; Interviews; Mathematics Education; Saudi Arabia; Science Education; Science Instruction; Science Teachers; Teacher Attitudes; Teacher Student Ratio; Teaching Methods; Time on Task; Saudi Arabia; elementary school science; Saudi teachers; science teachers’ beliefs; Saudi education
• ISSN: 1571-0068; 1573-1774
• DOI: 10.1007/s10763-012-9353-0

ABSTRACT
This study explored Saudi elementary school science teachers’ beliefs about the process of teaching and learning science. This involved the exploration of their views about the new Saudi science curriculum, which emphasizes critical thinking and problem solving. Comprehensive interviews were held in 8 schools with 4 male and 6 female—2 of whom were from private schools—science teachers. The interviews were analyzed to identify and assess common themes among their beliefs as well as associations between their beliefs and self-reported classroom practices. The findings revealed perceptual differences between teaching the old and the new science curricula and also that these science teachers were challenged by available class time, the student–teacher ratio, and the lack of laboratory space, equipment, and administrative support. It appears that the more interactive and group-oriented activities that formed the instructional foundation of the new curriculum have increased enjoyment for teaching science and led students to better comprehension of scientific concepts.