Abstract
Recent research in science education for learners whose first language is Arabic suggests that learning in the mother tongue can reduce learner misconceptions, but there has been little research into the comprehensibility of science texts where Arabic is the language of instruction. This mixed-methods study describes the perceptions of substantial changes in science education, including translation of American science textbooks into Arabic, expressed by six grade 10 physics teachers and 360 grade 10 physics learners in two cities in Saudi Arabia. Factor analysis allowed themes emerging from the teacher interviews to be compared with underlying constructs from student questionnaire responses. Results reveal teachers’ and students’ concerns about adequacy of resourcing for the newly mandated student-centered style of learning, and language difficulties affecting comprehensibility of the textbook to support students’ learning. These findings suggest that science education policymakers should consider all components of constructive alignment if they wish to achieve the goals of science education reform that they set for themselves.
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Albadi, N.M., Harkins, J. & O’Toole, J.M. Recent Reforms in Saudi Secondary Science Education: Teacher and Student Perceptions of Grade 10 Physics. Int J of Sci and Math Educ 17, 701–721 (2019). https://doi.org/10.1007/s10763-018-9881-3
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DOI: https://doi.org/10.1007/s10763-018-9881-3