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.
Highlights
The purpose of this article is to investigate teacher’s perceptions and instructional practises of the new mathematics and science curricula as a step towards STEM reform in the Kingdom of Saudi Arabia
Data analysis began with data cleaning and descriptive statistics for the rate of investigating teachers’ perceptions and classroom practices regarding new mathematics and science curricula as a step towards the implementation of STEM education in Saudi Arabia
The data cleaning and subsequent analysis was performed in order to analyse the perceptions of a large group of science and mathematics teachers, teaching high school students the new mathematics and science curricula within different regions of Saudi Arabia
Summary
The purpose of this article is to investigate teacher’s perceptions and instructional practises of the new mathematics and science curricula as a step towards STEM reform in the Kingdom of Saudi Arabia. An insight in the improvements in the standards of Saudi Arabia’s educational system in general and the overall quality of its students in the fields of mathematics and science in specific is considered. The gap regarding the failure of importance of teachers’ perceptions and views in the literature regarding educational matters can be addressed by taking assistance of pertinent Saudi Arabia’s literature to formulate future policy (Oyaid, 2009). It provided new information related to considerable issues to the Ministry of Education (MOE); so that, it can address future educational research, reform, policies as well as recommendations. The educational environment in Saudi Arabia is strongly focused on individual subject orientation, academic achievement, testing and emphasis on the basics (MOE, 2010)
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