Abstract
This chapter sheds light on science education research in Oman. More specifically, it analyses the representation and diversification of socio-cultural factors by science education researchers in Oman. To achieve this goal, a survey study was conducted with 16 science education researchers. They all held PhD degrees and conducted science education research. The findings indicate that the science education research in Oman does not factor in very many socio-cultural factors into its models. The impact of different factors (such as religious beliefs, non-Arabic spoken languages, age levels, school locations, mixed gender school settings) on science teaching and learning practices has not been given appropriate attention by science education researchers. The interactions among these factors within different Omani geographical regions, which differ in terms of cultural traditions and environmental diversity, seem to have been omitted. The reasons behind these findings are discussed. Also, the authors suggest some recommendations to enhance the representation and diversification of socio-cultural factors within science education research in Oman, and in the Gulf Cooperation Council (GCC) states.
| Original language | English |
|---|---|
| Title of host publication | Science Education in the Arab Gulf States: Visions, Sociocultural Contexts and Challenges |
| Publisher | Sense Publishers |
| Pages | 23-47 |
| Number of pages | 25 |
| ISBN (Print) | 9789463000499, 9789463000482 |
| DOIs | |
| Publication status | Published - Jan 1 2015 |
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ASJC Scopus subject areas
- Social Sciences(all)
Cite this
Science education research in the sultanate of Oman. / Al-Balushi, Sulaiman M.; Ambusaidi, Abdullah K.
Science Education in the Arab Gulf States: Visions, Sociocultural Contexts and Challenges. Sense Publishers, 2015. p. 23-47.Research output: Chapter in Book/Report/Conference proceeding › Chapter
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TY - CHAP
T1 - Science education research in the sultanate of Oman
AU - Al-Balushi, Sulaiman M.
AU - Ambusaidi, Abdullah K.
PY - 2015/1/1
Y1 - 2015/1/1
N2 - This chapter sheds light on science education research in Oman. More specifically, it analyses the representation and diversification of socio-cultural factors by science education researchers in Oman. To achieve this goal, a survey study was conducted with 16 science education researchers. They all held PhD degrees and conducted science education research. The findings indicate that the science education research in Oman does not factor in very many socio-cultural factors into its models. The impact of different factors (such as religious beliefs, non-Arabic spoken languages, age levels, school locations, mixed gender school settings) on science teaching and learning practices has not been given appropriate attention by science education researchers. The interactions among these factors within different Omani geographical regions, which differ in terms of cultural traditions and environmental diversity, seem to have been omitted. The reasons behind these findings are discussed. Also, the authors suggest some recommendations to enhance the representation and diversification of socio-cultural factors within science education research in Oman, and in the Gulf Cooperation Council (GCC) states.
AB - This chapter sheds light on science education research in Oman. More specifically, it analyses the representation and diversification of socio-cultural factors by science education researchers in Oman. To achieve this goal, a survey study was conducted with 16 science education researchers. They all held PhD degrees and conducted science education research. The findings indicate that the science education research in Oman does not factor in very many socio-cultural factors into its models. The impact of different factors (such as religious beliefs, non-Arabic spoken languages, age levels, school locations, mixed gender school settings) on science teaching and learning practices has not been given appropriate attention by science education researchers. The interactions among these factors within different Omani geographical regions, which differ in terms of cultural traditions and environmental diversity, seem to have been omitted. The reasons behind these findings are discussed. Also, the authors suggest some recommendations to enhance the representation and diversification of socio-cultural factors within science education research in Oman, and in the Gulf Cooperation Council (GCC) states.
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U2 - 10.1007/978-94-6300-049-9_2
DO - 10.1007/978-94-6300-049-9_2
M3 - Chapter
SN - 9789463000499
SN - 9789463000482
SP - 23
EP - 47
BT - Science Education in the Arab Gulf States: Visions, Sociocultural Contexts and Challenges
PB - Sense Publishers
ER -