Saudi Arabian secondary students’ views of the nature of science within Islamic context

Abstract

This mixed-methods benchmark study examined Saudi Arabian (SA) Eastern Province secondary students’ understandings of the nature of science (NOS) in the Islamic context. To that end, two instruments, the Scientific Epistemological Views (SEVs) and an open-ended questionnaire about science and scientists were employed. Convenience sampling yielded N = 592 students (66% male, 34% female, Grades 10–12) from 25 science classes at the eight schools in one school division. Descriptive and inferential statistics revealed that, overall, the total mean score for the SEVs instrument was 3.65, neither agree nor disagree. Undeveloped (not fully formed) notions of what constitutes the NOS indicate a lack of scientific literacy. Regarding key results, respondents scored highest (mean = 4.05) on ‘the role of Social Negotiation’. They scored lowest on ‘the Cultural impacts’ subscale (mean = 3.09). Students predominately defined science as ‘useful’ and ‘a way of knowing’ (about 30% each) and scientists as ‘smart people’ (about 47%). Some students aligned science with religion, which resonates with Islam’s view that science and religion are interconnected. It is recommended that stakeholders take advantage of the prevailing neither agree nor disagree position to augment science curricula around what constitutes the nature of science in the Saudi, Islamic context.