Skip to main content
SpringerLink
Log in

Science Education Research in Oman: Opportunities, Trends, and Challenges

  • Chapter
  • First Online:
Science Education Research and Practice in Asia

  • 1062 Accesses

Abstract

The aim of the current chapter is to give the reader an overview of the opportunities, trends, and challenges related to science education research in Oman. The chapter starts by describing the contextual background focusing on the Omani educational system, the field of science education in the country, and the research activities and related funding systems. The chapter admits that science education research in Oman has a short history. It gained momentum in 2000 with the establishment of the first postgraduate program at Sultan Qaboos University (SQU). On the other hand, there are different opportunities for science education research to prosper. Among these are the different funding systems by The Research Council (TRC) and SQU; and the establishment of a new SQU Ph.D. program in science education. Also, the diverse nature of the country provides a considerable number of underresearched issues related to science learning. The main trends in science education research in Oman are its tendency toward the quantitative school of research, its focus on exploring and implementing modern science teaching methodologies, and its equal engagement of male and female students as research participants. However, there is limited focus on lower school grade levels, private schools, and sociocultural factors. There are a number of challenges facing science education research in Oman. The main one is the limited number of science education researchers in the country. Also, the number of female researchers is very low. The author proposes that some of the pitfalls and challenges that face science education research in Oman could be resolved by establishing a national science education research center that coordinates the research efforts and directs them toward the most pressing issues related to science teaching and learning. In addition, providing more scholarships to science education researchers to complete their PhDs and founding a national professional science education research association could help in increasing the number of science education researchers and foster the research activities in the country.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Al-Abdali, N., & Al-Balushi, S. M. (2015). Teaching for creativity by science teachers in grades 5–10. International Journal of Science and Mathematics Education. doi:10.1007/s10763-014-9612-3.

    Google Scholar 

  • Al-Abri, F. (2004). The effect of using discovery teaching on the academic achievement and science process skills among ninth- grade students of the general education. Unpublished thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Bahri, K. (2011). The inclusion of science literacy standards in pot-basic education science textbooks in Oman. Unpublished thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Balushi, K. (2005). The effectiveness of problem-based learning on grade ten students’ biology achievement and problem solving skills. Unpublished thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Balushi, S. M. (2004). Studying Omani science students’ mental images using guided imagery strategy (in Arabic). Reading & Knowledge Journal, 39, 14–42.

    Google Scholar 

  • Al-Balushi, S. M. (2009). Factors influencing pre-service science teachers’ imagination at the microscopic level in chemistry. International Journal of Science and Mathematics Education, 7(6), 1089–1110.

    Article  Google Scholar 

  • Al-Balushi, S. M. (2011). Students’ evaluation of the credibility of scientific models that represent natural entities and phenomena. International Journal of Science and Mathematics Education, 9(3), 571–601. doi:10.1007/s10763-10010-19209-10764.

    Article  Google Scholar 

  • Al-Balushi, S. M. (2012a). The effect of macroscopic and submicroscopic pictorial representations on pre-service science teachers’ explanations. International Journal of Academic Research Part B, 4(6), 10–14. doi:10.7813/2075-4124.2012/7814-7816/B.7812.

    Article  Google Scholar 

  • Al-Balushi, S. M. (2012b). The relationship between students’ anthropomorphic preferences and their distrust of scientific models. Paper presented at the Third International Conference on New Trends in Education and Their Implications- ICONTE 2012, Antalya/Turkey.

    Google Scholar 

  • Al-Balushi, S. M. (2013a). The effectiveness of using Facebook on students’ environmental awareness. Unpublished thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Balushi, S. M. (2013b). The effect of different textual narrations on students’ explanations at the submicroscopic level in chemistry. Eurasia Journal of Mathematics, Science & Technology Education, 9(1), 3–10.

    Article  Google Scholar 

  • Al-Balushi, S. M. (2013c). The nature of anthropomorphic mental images created by low and high spatial ability students for different astronomical and microscopic scientific topics. The International Journal of Science in Society, 4(4), 51–63.

    Google Scholar 

  • Al-Balushi, S. M. (2013d). The relationship between learners’ distrust of scientific models, their spatial ability, and the vividness of their mental images. International Journal of Science and Mathematics Education, 11(3), 707–732. doi:10.1007/s10763-10012-19360-10761.

    Article  Google Scholar 

  • Al-Balushi, S. M., & Al-Abdali, N. (2014). Using a Moodle-based professional development program to train science teachers to teach for creativity and its effectiveness on their teaching practices. Journal of Science Education and Technology, 24, 461–475. doi:10.1007/s10956-014-9530-8.

    Article  Google Scholar 

  • Al-Balushi, S. M., & Al-Amri, S. (2014). The effect of environmental science projects on students’ environmental knowledge and science attitudes. International Research in Geographical and Environmental Education, 23(3), 213–227. doi:10.1080/10382046.2014.927167.

    Article  Google Scholar 

  • Al-Balushi, S. M., & Al-Battashi, I. A. (2013). Ninth graders’ spatial ability and working memory capacity (WMC) in relation to their science and mathematics achievement and their gender. Journal of Turkish Science Education, 10(1), 12–27.

    Google Scholar 

  • Al-Balushi, S. M., & Al-Fari, K. (2009). The effect of teaching science using thinking tools from CoRT program on critical thinking and science achievement (in Arabic). Arab Journal of Education, 29(1), 104–132.

    Google Scholar 

  • Al-Balushi, S. M., & Al-Hajri, S. (2014). Associating animations with concrete models to enhance students’ comprehension of different visual representations in organic chemistry. Chemistry Education Research and Practice, 15, 47–58.

    Article  Google Scholar 

  • Al-Balushi, S. M., & Al-Harthy, I. S. (2015). Students’ mind wandering in macroscopic and submicroscopic textual narrations and its relationship with their reading comprehension. Chemistry Education Research and Practice, 16, 680–688. doi:10.1039/c5rp00052a.

    Article  Google Scholar 

  • Al-Balushi, S. M., & Al-Maqbali, F. (2006). The effectiveness of designing inquiry tables in teaching science on science processes and achievements of ninth grade students’ in the Sultanate of Oman. Journal of Educational and Psychological Sciences, 7(1), 43–61.

    Google Scholar 

  • Al-Balushi, S. M., & Al-Maqbali, F. (2009). The effect of using multiple intelligences-based activities on the achievement and attitudes towards science in tenth grade in Oman (in Arabic). The Egyptian Journal of Science Education, 12(4), 107–130.

    Google Scholar 

  • Al-Balushi, S. M., & Al-Shuaili, A. (2011). Science and mathematics student teachers’ perception of their mental images types and the relationship with their spatial abilities in the light of some variables (in Arabic). Dirasat- Educational Sciences, 38(5), 1682–1698.

    Google Scholar 

  • Al-Balushi, S. M., & Ambusaidi, A. (2015). Science education research in the sultanate of Oman: The representation and diversification of sociocultural factors and contexts. In N. Mansour & S. Alshamrani (Eds.), Science education in the Arab Gulf States: Visions, sociocultural contexts and challenges. Rotterdam: Sense Publishers.

    Google Scholar 

  • Al-Balushi, S. M., Ambusaidi, A., Al-Mehrzi, R., Al-Harthy, I., & Al-Saadi, F. (2014). Students’ performance in TIMSS test in Oman: Effect of cognitive and metacognitive variables and effectiveness of an inquiry-based mobile e-formative assessment package. Muscat, Oman: The Research Council.

    Google Scholar 

  • Al-Balushi, S. M., Ambusaidi, A., Al-Shuaili, A., & Taylor, N. (2012). Omani twelfth grade students’ most common misconceptions in chemistry. Science Education International, 23(3), 221–240.

    Google Scholar 

  • Al-Balushi, S. M., & Coll, R. (2013). Exploring verbal, visual and schematic learners’ static and dynamic mental images of scientific species and processes in relation to their spatial ability. International Journal of Science Education, 35(3), 460–489. doi:10.1080/09500693.09502012.09760210.

    Article  Google Scholar 

  • Al-Beraiki, M. (2011). The extent of dimensions of protective education included in the science textbooks of the Sultanate of Oman for Grade (5-10) of Basic Education, and how Grade ten students acquire them. Muscat, Oman: Sultan Qaboos University.

    Google Scholar 

  • Al-Farsi, M. (2010). Beliefs of female science teachers in cycle two in basic regarding the strategies associated with principals of brain-based learning and their relationship with classroom practices. Unpublished thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Ghafri, S. (2006). The effect of advanced organizers on biology achievement and retention of 11th grade female students of general education. Unpublished thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Hajji, S. (2005). Analyzing Omani basic education science textbooks according to the health education domains. Unpublished thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Hajri, H. (2006). Science teachers’ understanding of the nature of science and it’s relationship to their classroom practices. Unpublished Master thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Hamidi, S. (2011). The effectiveness of using Bayer’s strategy for direct teaching on grade eleven students’ problem-solving skills and physics achievement. Unpublished thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Harthi, A. (2008). The relationship between science teacher’s beliefs about the use of inquiry based learning strategy and their classroom practices. Unpublished Master thesis, Sultan Qaboos University, Muscat.

    Google Scholar 

  • Al-Harthi, A. J. (2014). Science teachers’ beliefs and practices of scientific argumentation. Unpublished Thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Hosni. (2011). The inclusion of design criteria in the illustrations found in grades (8–10) science textbooks and evaluating their instructional functions from science teachers’ point of view. Unpublished thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Huraizi, B. (2008). Effect of computer simulation in achievement and spatial thinking development among 11th grade female students. Unpublished thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Ismaili, H. (2013). The effect of the brainstorming method on ninth grade female students’ science achievement and their problem solving skills. Unpublished thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Jabri, M. (2013). The effect of using inquiry iterative approach on 11th grade students’ science processes skills and science achievement in chemistry. Unpublished thesis, Sultan Qaboos University, Musca, Oman.

    Google Scholar 

  • Al-Jahwari, N. (2012). The effectiveness of KWLH model on grade eight students’ understanding of physics concepts and their metacognitive awareness (in Arabic). Arabic Studies in Education & Psychology, 32(1), 11–58.

    Google Scholar 

  • Al-Jahwari, N., Al-Badri, A., Al-Qasmi, A., & Al-Jabri, T. (2013). Analyzing grade eleven Omani chemistry textbook for the aspects of Science-Technology-Society-Environment (STSE) (in Arabic). University of Benha College of Education Journal, 24, 1–31.

    Google Scholar 

  • Al-Jahwari, N., Al-Saadi, A., Al-Beraiki, S., & Khataybah, A. (2011). The effectiveness of guided inquiry on grade ten students’ scientific conceptual understanding (in Arabic). Arabian Gulf Message, 32, 13–83.

    Google Scholar 

  • Al-Muqaimi, F. (2012). The impact of a proposed training program in developing the critical thinking skills of physics teachers and their classroom practices. Unpublished thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Musawi, A., Ambusaidi, A., & Al-Balushi, S. (2013). Effectiveness of e-lab use in science teaching at the Sultanate schools. Muscat, Oman: The Research Council (ORG/EHR/12/005).

    Google Scholar 

  • Al-Naqbi, R. (2013). The effect of accelerated teaching on students’ science achievement and problem solving skills. Unpublished thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Omori, F. (2005). The effect of multiple intelligences theory (MIT) strategies on achievement and attitude toward chemistry among 10th grade students in public schools. Unpublished thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Rawahi, N., & Al-Balushi, S. M. (2015). The effect of reflective science journal writing on students’ self-regulated learning strategies. International Journal of Environmental and Science Education, 10(3), 367–379.

    Google Scholar 

  • Al-Rumhi, H. (2004). Analyzing science textbooks of the second cycle of basic education in Oman according to STSE approach. Unpublished thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Saadi, M. (2012). Science teachers’ knowledge, attitudes and practices with regards to sustainable development issues. Unpublished thesis. Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Salmi, M. (2012). The effectiveness of using the systemic approach on organic chemistry achievement and retention among grade 11 female students. Unpublished thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Sawafi, M. (2006). Science processes included in the activities of science textbooks for cycle two classes in basic education. Unpublished thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Shaqsi, H. (2013). The effectiveness of multiple-intelligences-based teaching strategies on grade ten students’ science achievement and science process skills. Unpublished thesis Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Shuaili, A. (2005). The effectiveness of Suchman’s inquiry approach on grade seven students’ science achievement in Oman (in Arabic). The Educational Science Journal, 7, 103–130.

    Google Scholar 

  • Al-Shuaili, A. (2011). Omani science teachers use of cooperative work in basic education schools. Problems of Education in the 21st Century, 38, 8–14.

    Google Scholar 

  • Al-Shuaili, A., & Al-Ghafri, A. (2006a). The effectiveness of the constructivist learning model on secondary school students’ chemistry achievement in Oman (in Arabic). The Educational Journal, 20, 113–150.

    Google Scholar 

  • Al-Shuaili, A., & Al-Ghafri, A. (2006b). The effectiveness of the constructivist learning model on secondary school students’ creative thinking in Oman (in Arabic). The Jordanian Journal of Educational Sciences, 2(1), 23–33.

    Google Scholar 

  • Al-Shuaili, A., & Al-Mahrooqi, M. (2012). Analyzing Omani physics textbooks according to science education content standards (in Arabic). Journal of Educational & Psychological Sciences, 13(3), 99–133.

    Google Scholar 

  • Al-Shuaili, A., & Al-Mazeedi, N. (2009). The alignment between science education content standards and science textbooks for grades 5–8 in Oman (in Arabic). Motaa Research & Studies: Humanities and Social Sciences, 24(6), 177–210.

    Google Scholar 

  • Al-Shuaili, A., & Johnstone, A. H. (2001). Learning in the laboratory: Some thoughts from the literature. University Chemistry Education, 5, 42–51.

    Google Scholar 

  • Al-Shuaili, A., & Khataybah, A. (2003). Science processes included in grades 1–4 science textbooks in Oman (in Arabic). Journal of Educational & Psychological Sciences, 4(1), 158–197.

    Google Scholar 

  • Al Orime, S., & Ambusaidi, A. (2011). The impact of using the integration approach between science and math on acquiring the skills for solving scientific problems for fourth grade students. Journal of Turkish Science Education, 8(2), 9–22.

    Google Scholar 

  • Almahrouqi, A. (2011). Dialogicity, teaching and learning: Theoretical and empirical perspectives. Germany: Lap Lambert Academic Publishing.

    Google Scholar 

  • Almahrouqi, A., & Scott, P. (2012). Classroom discourse and science learning: Issues of engagement, quality and outcome. In J. Dillon & D. Jorde (Eds.), The world of science education: Handbook of research in Europe. Rotterdam: Sense Publishers.

    Google Scholar 

  • Al-Zadjali, A. (2006). Science teachers’ beliefs about teaching in light of the constructivism theory and its relationship to their classroom practices. Unpublished Master thesis, Sultan Qaboos University, Muscat.

    Google Scholar 

  • Al Shmeli, S. (2009). Higher education in the sultanate of Oman: Planning in the context of globalisation. Paper presented at the International Institute for Educational Planning (IIEP) Policy Forum 2–3 July.

    Google Scholar 

  • Al-Yaqubi. (2005). The effect of explicit problem solving strategy on conceptual understanding and physics problem solving skills among female 11th grade students with different mental capacities. Unpublished thesis. Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Zedjali, A. (2006). Science teachers’ beliefs about teaching in the light of the constructivism theory and its relation to classroom practice. Unpublished thesis, Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Al-Zehymi, K. (2010). The effect of using thinking maps and instructional tactile materials on science achievement and science attitudes among 5th grade blind students. Unpublished thesis. Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Ambusaidi, A., & Al-Afifi, M. (2013). The effectiveness of coupled inquiry cycle on grade eight students’ science achievement and retention (in Arabic). The Educational Journal, 27, 325–355.

    Google Scholar 

  • Ambusaidi, A., Al-Afifi, M., & Selim, M. (2011). The effectiveness of coupled inquiry cycle on grade eight students’ science inquiry skills (in Arabic). The Jordanian Journal of Educational Sciences, 7(4), 327–356.

    Google Scholar 

  • Ambusaidi, A., & Al-Balushi, M. A. (2006). The effectiveness of vee diagram on grade nine students’ science achievement and attitudes (in Arabic). UAEU College of Education Journal, 21(23), 1–29.

    Google Scholar 

  • Ambusaidi, A., Al-Balushi, S., & Al-Shuaili, A. (2010). Diagnosing, documenting and remedying the scientific misconceptions of 10–12 graders in the Sultanate of Oman. Muscat, Oman: Sultan Qaboos University (IG/EDU/CUTM/10/02).

    Google Scholar 

  • Ambusaidi, A., & Al-Sinani, M. (2009). The effectiveness of Gil and Martinez-Torregrosa problem solving model on grade eleven students’ problem solving skills (in Arabic). Educational & Social Studies, 15(3), 351–378.

    Google Scholar 

  • Ambusaidi, A., & Al-Sinani, M. (2011). The effectiveness of problem solving approach on grade eleven students’ understanding of nature of science (in Arabic). The Educational Journal, 25, 47–78.

    Google Scholar 

  • Ambusaidi, A., & Al-Shuaili, A. (2009). Science education development in the Sultanate of Oman. In S. BonJaoude & Z. Dagher (Eds.), The world of science education (pp. 205–219). Rotterdam: Sense Publishers.

    Google Scholar 

  • Ambusaidi, A., & Alzain, M. (2008). The science curriculum in Oman schools: Past, present and future. In R. Coll & N. Taylor (Eds.), Science education in context: An international examination of the influence of context on science curricula development and implementation (pp. 85–97). Rotterdam: Sense Publishers.

    Google Scholar 

  • Ambusaidi, A., Al-Yahyai, R., Al-Saidi, A., & Al-Said, F. (2013). Establishing and researching school gardens in Oman as a resource for improving education outcomes. Muscat, Oman: The Research Council.

    Google Scholar 

  • Ambusaidi, A., & Awadh, M. (2006). The effectiveness of graphic organizers on grade eight students’ science achievement and retention (in Arabic). The Educational Journal, 20, 121–156.

    Google Scholar 

  • Ambusaidi, A., Boyes, E., Stanisstreet, M., & Taylor, N. (2012). Omani students’ views about global warming: Beliefs about actions and willingness to act. International Research in Geographical and Environmental Education, 21(1), 21–39.

    Article  Google Scholar 

  • Ambusaidi, A., & Johnstone, A. H. (2000). Fixed response questions: What are we testing? Chemistry Education Research and Practice, 1, 323–328.

    Article  Google Scholar 

  • Ambusaidi, A., & Johnstone, A. H. (2001). Fixed response questions with a difference. Chemistry Education Research and Practice, 2, 313–327.

    Article  Google Scholar 

  • Davidson, C. (2010). The higher education sector in the gulf: History, pathologies, and progress. In C. Koch & L. Stenberg (Eds.), The EU and the GCC: Challenges and prospects under the Swedish EU presidency (pp. 61–78). Dubai: Gulf Research Center.

    Google Scholar 

  • Ghaudhuri, R. (2013, January, 9). Language at risk. The Week, p. 10.

    Google Scholar 

  • Mansour, N. (2009). Religion and science education: An Egyptian prespective. In S. BonJaoude & Z. Dagher (Eds.), The world of science education (pp. 107–131). Rotterdam: Sense Publishers.

    Google Scholar 

  • Martin, M., Mullis, I., Foy, P., & Stanco, G. (2012). TIMSS 2011 international results in science. Chestnut Hill, MA: TIMSS & PIRLS International Study Center.

    Google Scholar 

  • Mazawi, A. (2010, November). Knowledge, academic work, and governance: Implications for a sustainable development of higher education in the GCC region. Paper presented at the International Workshop: Towards a Long-Term Strategic Plan for Sultan Qaboos University, Muscat, Oman.

    Google Scholar 

  • Ministry of Education. (2007). Basic education: Aims, implementation and evaluation. Muscat: Ministry of Education.

    Google Scholar 

  • Ministry of Education. (2009). Towards sustainable world: Focus on education for sustainable development in Oman. Muscat, Oman: Oman Printers & Stationers.

    Google Scholar 

  • Ministry of Education (2014). The knowledge development project. Retrieved February 7, 2014, from www.moe.gov.om

  • Ministry of Education and The World Bank. (2012). Education in Oman: The drive for quality. Muscat, Oman: Oman Printers & Stationers.

    Google Scholar 

  • Ministry of Information. (2013). Oman 2013–2014. Muscat: Ministry of Information.

    Google Scholar 

  • Peterson, J. (2004a). Change and development in Oman. Middle East Policy, XI(2), 125–137.

    Google Scholar 

  • Peterson, J. (2004b). Oman’s diverse society: Northern Oman. Middle East Journal, 58(1), 31–51.

    Google Scholar 

  • Peterson, J. (2004c). Oman’s diverse society: Southern Oman. Middle East Journal, 58(2), 254–269.

    Google Scholar 

  • Sultan Qaboos University (SQU) (2014). Research Chairs. Retrieved February 13, 2014, from www.squ.edu.om

  • The National Centre of Statistics and Information. (2013). Statistical year book. Muscat.

    Google Scholar 

  • The Main Library. (2013). A guide to Omani postgraduate theses. Muscat: Sultan Qaboos University Press.

    Google Scholar 

  • TRC (2014). The research council. Retrieved February 1, 2014, from www.trc.gov.om

  • UNDP. (2009). Human development report 2009. New York: UNDP.

    Book  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. College of Education, Sultan Qaboos University, Muscat, Oman

    Sulaiman M. Al-Balushi

Authors
  1. Sulaiman M. Al-Balushi
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sulaiman M. Al-Balushi .

Editor information

Editors and Affiliations

  1. Graduate Institute of Science Education, National Taiwan Normal University, Taipei, Taiwan

    Mei-Hung Chiu

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer Science+Business Media Singapore

About this chapter

Cite this chapter

Al-Balushi, S.M. (2016). Science Education Research in Oman: Opportunities, Trends, and Challenges. In: Chiu, MH. (eds) Science Education Research and Practice in Asia. Springer, Singapore. https://doi.org/10.1007/978-981-10-0847-4_8

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-0847-4_8

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-0845-0

  • Online ISBN: 978-981-10-0847-4

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation