This study investigates the perceptions of a sample of Arab science teachers pertaining to the cultural factors affecting pupils learning processes in three Arab countries. A randomly sampled group of 169 science teachers from the three countries comprised the participants, Egypt (N=37), Yemen (N=53), and Saudi Arabia (N=79). A questionnaire…

Affect and emotions matter to science learning. They also matter because they are integral to science identity formation and sense of belonging. This study aims to foreground the epistemic and affective character of laboratory work in higher science education by conceptualizing it as epistemic practice, in which students activate their body and…

This position statement begins with an outline of the meanings for terms that are central to the session topic at which this paper was presented: inquiry, inquiry learning, scientific inquiry, and scientific method. The central issues of inquiry's place in science education and as a more general educational approach are then discussed. Finally,…