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Teacher Perceptions of the New Mathematics and Science Curriculum: A Step Toward STEM Implementation in Saudi Arabia
Date
2019
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Canadian Center of Science and Education
Abstract
STEM education has become one of the most rapidly growing sectors in educational reform globally. Whilst the
program was successfully implemented in most countries, unfortunately the introduction in Saudi Arabia was not
as successful due to a lack of clarity in the description of its meaning, purpose and framework of application.
Although STEM is commonly recognized as a way of strengthening mathematics and science curricula, its exact
implications are still unclear for any intervention or modification in any of the subjects related to science,
mathematics, engineering and Technology, (STEM) implementation. In 2009, the Ministry of Education (MOE)
introduced a new mathematics and science curriculum in a joint effort with Obeikan Research Development
Company, as an adapted series of science and mathematics textbooks. The new adapted curricula attempt to
make meaningful connection between student’s lives and their educational experiences through the
implementation of new teaching practices which include student centred investigation strategies and
problem-based learning.
Description
Keywords
STEM, science, technology, engineering & math, MOE, anova, qualitative analysis, curriculum
Citation
Madani, R.A. and Forawi, S. (2019) “Teacher Perceptions of the New Mathematics and Science Curriculum: A Step toward STEM Implementation in Saudi Arabia,” Journal of Education and Learning, 8(3), pp. 202–233.