Abstract

The researcher aims to investigate Saudi science teachers’ beliefs about learning and teaching issues. The sample consisted of 247 middle school teachers in Riyadh, Saudi Arabia. The study conducted in the academic school year 2014/2015, and utilized a questionnaire and an interview that included 10% of the sample. The questionnaire targeted the teachers’ conceptions of learning and teaching issues and examined whether these conceptions fit the transmission, or discovery, of constructivist approaches. The interview focused on “authentic scientific resources”, the limitations of the word “science”, and the possible conflict between science and Islamic resources. The goal of this study was to draw conclusions and pedagogical implications to contribute to a better understanding of science teachers’ beliefs. The results show a significant shift toward the discovery approach. However, teachers address science as an issue separate from historical and cultural aspects. Based on the findings of this study, the researcher suggests a number of pedagogical implications.

This work is licensed under a Creative Commons Attribution 4.0 License.