Female Secondary Students' and Their Teachers' Perceptions of Science Learning Environments within the Context of Science Education Reform in Saudi Arabia

Autor/inn/en	Kim, Sun Young; Hamdan Alghamdi, Amani K.
Titel	Female Secondary Students' and Their Teachers' Perceptions of Science Learning Environments within the Context of Science Education Reform in Saudi Arabia
Quelle	In: International Journal of Science and Mathematics Education, 17 (2019) 8, S.1475-1496 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Sun Young)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-018-09946-z
Schlagwörter	Females; Secondary School Teachers; Secondary School Students; Student Attitudes; Teacher Attitudes; Science Education; Foreign Countries; Public Schools; Single Sex Schools; Curriculum Development; Faculty Development; Educational Environment; Metacognition; Constructivism (Learning); Science Experiments; Educational Change; Saudi Arabia + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Sekundarschüler; Schülerverhalten; Lehrerverhalten; Naturwissenschaftliche Bildung; Ausland; Public school; Öffentliche Schule; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Bildungsreform; Saudi-Arabien
Abstract	This mixed methods study explored how Saudi Arabia's science education reform is functioning in 2 public girls' secondary schools located in Dammam, 1 of the main cities in Saudi Arabia. Saudi Arabia recently launched a new initiative to promote science education innovation by providing science curriculum change, professional development for science teachers, and progress towards a new educational system. This study examined Saudi secondary girls' perceptions regarding science learning environments and the metacognitive science learning orientation within the context of science education reform in Saudi Arabia (N = 202). Further, 3 science teacher participants were interviewed in order to ascertain their perceptions of their current science teaching environments and their science teaching. Particular emphasis was placed on examining differences between the Course System, which is a new system designed to facilitate science experiments and constructivist teaching and learning, and the regular system in terms of students' perceptions about science learning environments and their metacognitive science learning orientation. Results and findings indicate that teachers supported the constructivist pedagogy, and science education reform efforts may gradually change Saudi science education environments and improve Saudi girls' science metacognitive learning orientation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01