An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry

Aldahmash, Abdulwali H.; Mansour, Nasser; Alshamrani, Saeed M.; Almohi, Saeed

doi:10.1007/s11165-015-9485-7

Cited by 46 publications

(38 citation statements)

References 34 publications

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“…Students never take them, and they are never referred to. Reproduction and evolution are never truly addressed, nor are other considerations, such as scientific laws, inquiry and investigative skills (Aldahmash et al, 2016) 21 , natural mechanisms, models, experimental comparisons, and engineering. Also, counterintuitive facts or models that involve possible reconfigurations of knowledge through cognitive conflict are not part of ISIS's science teaching process.…”

Section: Discussionmentioning

confidence: 99%

Science Education under a Totalitarian Theocracy:  Analyzing the ISIS Primary Curriculum

Potvin

Bissonnette

Chamsine

et al. 2019

Journal of Research in Science, Mathematics and Technology Educ

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Religion and Science Under Tension The tension between science and religion is a very old and still unresolved debate. In the public sphere, the idea of "civilization" refers by definition to their separation. Such a principle has also sometimes been described as a "founding myth" of the Western "civilized" world (Carr & Thésée, 2009). This separation is also often considered the result of past conflicts, such as the one between Galileo and the Church (Boorstin, 1983). But instances in which science and religion overlap, meet or clash still arise, and the tension between them still exists, sometimes visible around certain sensitive topics such as evolution and determinism, or in certain parts of the world more than others. The reasons for the rivalry between science and religion go beyond those that fuel ordinary antagonism between religions. While these might compete for the truth value of their respective sets of dogma, science chooses to reject dogma altogether. Bertrand Russel (1935, p. 194) explained that "a religious creed differs from a scientific theory in that it claims to express an eternal and absolutely certain truth, while science holds a provisional character [...]. Science, therefore, incites us to abandon the search for absolute truth and to substitute for it what may be called the 'technical' truth, which is distinctive of any theory that enables us to make inventions or to predict future events." Thus, paradoxically, the only doctrine that science embraces is the rejection of doctrine. In this view, even scientism has to be considered as an adversary of scientific thinking. Therefore, for certain problems, questions or topics for which a religion claims truth and for which science can conduct its Popperian (1995) inquiry-based refutations, conflicts inevitably arise. In such cases, power equilibria can be displaced, and different outcomes can arise: amicable divorce, subordination, acknowledgements of compatibility (or complementarity), etc. However such (latter) attempts at reconciliation, mostly proposed by clergymen, have been seen to be sometimes inequitable. Thomas Aquinas, for example, has argued that truths that are accessible by reason or faith are not contradictory, and at the same time, that both provide access to religious beatitude (Torrel, 2015).

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Section: Discussionmentioning

confidence: 99%

Science Education under a Totalitarian Theocracy:  Analyzing the ISIS Primary Curriculum

Potvin

Bissonnette

Chamsine

et al. 2019

Journal of Research in Science, Mathematics and Technology Educ

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show abstract

“…Testa, Zappia and Galano (2017) reached the conclusion that high school students' misconceptions related to this dimension originated from textbooks, but this can be resolved through explicit, inquiry-based learning. Similarly, in a recent study, it was reported that textbooks are not designed to improve students' ability to conduct research (Aldahmash, Mansour, Alshamrani, & Almohi, 2016). In this respect, it is useful to examine textbooks.…”

Section: Discussionmentioning

confidence: 99%

Analysis of Middle School Students’ Views on Scientific Inquiry in the Context of Science Achievement

Ünlü

2018

Turkish Online Journal of Qualitative Inquiry

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One of the aims of science teaching is to ensure that students enjoy scientific work and develop scientific thinking and associated inquiry skills. Scientific inquiry represents a process that scientists routinely use in their work, and it is a way for students to acquire scientific knowledge and develop scientific skills. Providing students with ample knowledge and necessary skills related to daily life, scientific inquiry is an important part of science education. This study aimed to elicit the views of a group of middle school students concerning scientific inquiry. Twenty-eight students (10 girls, 18 boys) attending the eighth grade participated in this case study. The data were collected through the Views of Scientific Inquiry (VOSI) and the students' scores in the Examination for the Transition from Primary to Secondary Education (TEOGS) held in Turkey. The relationship between TEOGS scores and student views classified by VOSI was examined. The results revealed that students that are successful in academic terms may have insufficient views of some components of scientific inquiry.

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“…Several studies have dealt with the analysis of textbooks regarding the inclusion of some constructs and components that are associated with discourse. Many studies (Pizzini et al, 1991;Chiappetta et al, 2006;Chiappetta and Fillman, 2007;Park et al, 2009;Aldahmash et al, 2016) analyzed school textbooks for the inclusion of different aspects, such as inquiry, which incorporates discourse in its processes, and found that textbooks devoted more text to engaging students in finding out answers, gathering information, and learning how scientists go about their work. Other researchers concluded that science textbooks and workbooks might not be able to help students develop their inquiry components (Wilson-Lopez et al, 2018).…”

Section: The Role Of Textbooks In Educationmentioning

confidence: 99%

“…The main target of the analysis was the conceptual framework used to guide mathematical discourse components. Studies presented a variety of conceptual frameworks for the analysis of printed material from a particular perspective (Chiappetta et al, 2006;Chiappetta and Fillman, 2007;Kahveci, 2009;Dunne et al, 2013;Vesterinen et al, 2013;Aldahmash et al, 2016).…”

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confidence: 99%

An Analysis of the Inclusion of Mathematical Discourse Components in Arabic Mathematical Textbooks: The Case of Saudi Arabia

Aldahmash

Alamri

2020

Front. Psychol.

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This study analyzes the content of 12th-grade mathematics textbooks and workbooks, based on their inclusion of mathematical discourse components. The mathematics textbooks and workbooks were used in a Saudi Arabian school, where students are transitioning from secondary education to university. The results revealed that Saudi Arabian school textbooks and workbooks did not appropriately include discourse components or discourse skills to help facilitate mathematical learning among students. Furthermore, these textbooks did not exceed level two of the four levels of inclusion. As a result, the inclusion was insufficient in helping students meaningfully understand mathematical concepts, become active students, and develop successful community leadership. This implies that mathematics textbooks and workbooks should be revised to include mathematical discourse so that this inclusion is more student directed than teacher directed.

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An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry

Cited by 46 publications

References 34 publications

Science Education under a Totalitarian Theocracy:  Analyzing the ISIS Primary Curriculum

Science Education under a Totalitarian Theocracy:  Analyzing the ISIS Primary Curriculum

Analysis of Middle School Students’ Views on Scientific Inquiry in the Context of Science Achievement

An Analysis of the Inclusion of Mathematical Discourse Components in Arabic Mathematical Textbooks: The Case of Saudi Arabia

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An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry

Cited by 46 publications

References 34 publications

Science Education under a Totalitarian Theocracy:&nbsp; Analyzing the ISIS Primary Curriculum

Science Education under a Totalitarian Theocracy:&nbsp; Analyzing the ISIS Primary Curriculum

Analysis of Middle School Students’ Views on Scientific Inquiry in the Context of Science Achievement

An Analysis of the Inclusion of Mathematical Discourse Components in Arabic Mathematical Textbooks: The Case of Saudi Arabia

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Science Education under a Totalitarian Theocracy: Analyzing the ISIS Primary Curriculum

Science Education under a Totalitarian Theocracy: Analyzing the ISIS Primary Curriculum