Saudi Science Teachers' Perceptions of the Cultural Factors Influencing Elementary Students' Science Learning

Autor/inn/en	Alghamdi, Amani K. Hamdan; Malekan, Majid
Titel	Saudi Science Teachers' Perceptions of the Cultural Factors Influencing Elementary Students' Science Learning
Quelle	In: Cultural Studies of Science Education, 15 (2020) 4, S.1143-1167 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-019-09960-9
Schlagwörter	Foreign Countries; Elementary School Teachers; Science Teachers; Elementary School Science; Cultural Influences; Social Influences; Learner Engagement; Science Instruction; Geographic Regions; Environmental Influences; Family Environment; Mass Media Effects; Religion; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Cultural influence; Kultureinfluss; Sozialer Einfluss; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Environmental influence; Umwelteinfluss; Familienmilieu; Saudi-Arabien
Abstract	This mixed-methods research study explored Saudi Arabian elementary science teachers' perceptions about and conceptualizations of cultural factors (i.e., social, parental, and school) that influence students' engagement with and learning of science. A descriptive and inferential analysis of survey data from 398 male and female teachers (with broad Saudi geographic representation) confirmed that cultural factors had the statistically greatest impact in the Northern and Eastern provinces and that intimating a close relationship between geographic region and teachers' perceptions of cultural influence. A thematic analysis of qualitative interviews (N = 30) provided additional insight into the ways in which the teachers conceptualize the connection between culture and students' science learning. They expressed the view that students' immediate environment, everyday life, and exposure to technology augmented their science learning while their home culture, media, and faith interfered with the same. The results and findings of this study are relevant to Saudi science education teachers, policy makers, and curriculum developers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01