Sulaiman Al-Balushi | Sultan Qaboos University (original) (raw)

Papers by Sulaiman Al-Balushi

Computer and information technology can be used so that students can individually, in groups, or ... more Computer and information technology can be used so that students can individually, in groups, or by electronic demonstration experiment and draw conclusion for the required activities in an electronic form in what is now called "e-lab". It enables students to conduct experiments more flexibly and in an interactive way using multimedia. It helps them to achieve electronic practical training, skills, and tendencies. This paper focuses on describing the design and procedures of a nation-wide research project financed by The Research Council and conducted to measure the effectiveness of the e-lab on Omani students' acquisition of practical abilities and skills. The research project, in particular, examines the effectiveness of the e-lab in science teaching, the skills acquisition, and basic education students' appreciation of classroom environment. It also aims to know the students' attitudes towards the use of e-Lab technology and its employment. The paper will draw prospective recommendations for the field work derived from literary evidence.

Journal of Research in Science Teaching, 2019

The purpose of this study was to explore high school stu-dents' ideas regarding two theoretical s... more The purpose of this study was to explore high school stu-dents' ideas regarding two theoretical scientific models, either electron cloud or sodium chloride crystal, in the context of active learning in small groups. Conversations among peers regarding these models took place during two types of active learning activities: small-group discussion and whole-class debate. The study was conducted in four different high school classes, each of which was in a different school for girls in Oman. The study included 108 grade 10 female students. Two of the classes discussed the electron cloud and the other two classes discussed the sodium chloride model. Qualitative data included students' written responses to prompts, class worksheets, and field notes of student ideas in class debates. In each class, the teacher used a teaching sequence during which the participants expressed their justifications for their positions in writing regarding the particular model on five different occasions, as they progressed through three interactive small group learning activities. The participants' written responses were analyzed using a coding scheme comprising of eight different categories describing the participants' type of justifications regarding the theoretical scientific models: nonsense, approval, mental, experimental , appreciative, external, structural, and modeling. The findings indicated that participants' justifications for their positions regarding theoretical scientific models tended to change over time following each group learning activity. Participants focused their discussion more on external factors , such as the teacher, textbook, religion, and media, after discussions with peers in small groups. In contrast, later their attention focused more on the submicroscopic structural

Journal of Turkish Science Education, 2018

Laboratories are important environments in science teaching. There is no doubt that the employmen... more Laboratories are important environments in science teaching. There is no doubt that the employment of technology in these environments may change the learning of science, especially as the technology has made its way into nearly every aspect of daily life. This study aimed to investigate the impact of using virtual labs on students' achievement and as well as their attitudes towards science and learning by virtual lab. Achievement pre and posttest and attitudes scale towards science were examined for 69 students divided into two control and experimental groups. Another attitude scale towards virtual labs was only administered to the experimental group. The results indicate that the virtual lab has no impact on students' academic achievement or their attitudes towards science. The results show that the students had overall positive attitudes toward learning by virtual lab. Some recommendations and suggestions are proposed to develop effective learning of science.

International Journal of Instruction, 2018

The aim of the current study is to examine the effectiveness of brain-based learning for student ... more The aim of the current study is to examine the effectiveness of brain-based learning for student direct and postponed retention in science. There were three groups in the study-one control group and two experimental groups. Brain-based learning was used in the first experimental group (mental group). In addition, technology was used in the second group as a platform to deliver brain-based learning. The control group used conventional teaching methods. There were 197 participants from grade eight. We administered a science achievement test to the three groups as a pre-test (before the beginning of the study), as a post-test (at the end of the study), and as a postponed test (six weeks after the study ended). The post-test results indicated that the technology experimental group outperformed the control group. However, the postponed test results also showed that there was no significant difference between the control group and the technology group. On the other hand, the mental experimental group performed significantly better than the other two groups on the postponed test. We suggest that the novelty effect might play a role in wavering the impact of the use of technology, however further research is needed.

The Jordanian Journal of Educational Sciences, 2018

The purpose of this study was to reveal the effect of teaching science using strategies that stim... more The purpose of this study was to reveal the effect of teaching science using strategies that stimulate neural branching on visuospatial and verbal working memory capacities. The study sample consisted of (197) students divided into two experimental groups and a control group. The first experimental group was taught using strategies that stimulate neural branching: hypothetical thinking, application of symbol systems, analysis of point view, and web analysis, while the second experimental group was taught using the same strategies supported by technology. However, the control group was taught using conventional instruction. To answer the research questions "odd one out "and "recall listening span" tests were used. The results showed significant differences in the visuospatial working memory capacity in favor of the experimental groups. There were no significant differences between the groups in the verbal working memory.

Journal of Education and Training Studies, 2017

This paper aims to measure the effectiveness of the 3DL on Omani students' acquisition of practic... more This paper aims to measure the effectiveness of the 3DL on Omani students' acquisition of practical abilities and skills. It examines the effectiveness of the 3D-lab in science education and scientific thinking acquisition as part of a national project funded by The Research Council. Four research tools in a Pre-Post Test Control Group Design, findings show statistically significant differences in student achievement in favor of the experimental group. The results show students' attitudes are positive towards using 3D-lab in teaching. Improvements in logical and visual thinking are also observed. The paper then draws conclusions and recommendations.

Journal of Science Education and Technology, 2017

The purpose of the current study was to investigate the effectiveness of interacting with animati... more The purpose of the current study was to investigate the effectiveness of interacting with animations using mobile devices on grade 12 students' spatial and reasoning abilities. The study took place in a grade 12 context in Oman. A quasi-experimental design was used with an experimental group of 32 students and a control group of 28 students. The experimental group studied chemistry using mobile tablets that had a digital instructional package with different animation and simulations. There was one tablet per student. A spatial ability test and a scientific reasoning test were administered to both groups prior and after the study, which lasted for 9 weeks. The findings showed that there were significant statistical differences between the two groups in terms of spatial ability in favour of the experimental group. However, there were no differences between the two groups in terms of reasoning ability. The authors reasoned that the types of animations and simulations used in the current study featured a wide range of three-dimensional animated illustrations at the particulate level of matter. Most probably, this decreased the level of abstractness that usually accompanies chemical entities and phenomena and helped the students to visualize the interactions between submicroscopic entities spatially. Further research is needed to decide on types of scientific animations that could help students improve their scientific reasoning.

Journal of Educational & Psychological Studies, 2017

This research aims to examine the effect of teaching by using strategies that stimulate neural br... more This research aims to examine the effect of teaching by using strategies that stimulate neural branching in creative and critical thinking of study groups. The sample of this study consisted of two experimental groups and a control group. In terms of the treatment, one experimental group was taught using strategies that stimulate the neural branching in human brain mentally. The other experimental group was taught using the same strategies supported by technology. The control group was taught using the traditional instruction. The sample included (95) male student and (102) female students from two schools of the governorate of Muscat. To answer the research questions, Torrance test of creative thinking (TTCT) and Watson & Glaser critical thinking test (WGCTT) were used. The results show that the experimental groups significantly outperformed the control group with respect to the creative thinking test. However there were no statistically significant differences between the study's groups in the critical thinking test. This study recommends investment of mental capacities of the learners to encourage creative thinking and train teachers on using methods that stimulate neural branching.

This classroom observation study explored how science teachers (N = 22) teach for creativity in g... more This classroom observation study explored how science teachers (N = 22)
teach for creativity in grades 5–10 in Oman. We designed an observation form with 4
main categories that targeted the instructional practices related to teaching for creativity:
questioning strategy, teacher’s responses to students’ ideas, classroom activities to support
creativity, and whole-lesson methods that foster creativity. An open-ended survey was
also designed to explore participants’ justifications for their instructional decisions and
practices. The findings indicate that the overall level of teaching for creativity was low
and that participants’ performance was the highest for teacher’s responses to students’
ideas category and the lowest for classroom activities to support creativity category. We
observed that a teacher-centered approach with instructional practices geared toward
preparing students for examinations was dominant and that these science teachers were
bound to the textbook, following cookbook-style activities. Participants believed that they
did not have enough time to cover the content and teach for creativity and that they were
not prepared to teach for creativity. Based on these findings, we recommend that
programs be developed to prepare science teachers to teach for creativity.

The Turkish Online Journal of Educational Technology, 2015

Computer and information technology can be used so that students can individually, in groups, or ... more Computer and information technology can be used so that students can individually, in groups, or by electronic demonstration experiment and draw conclusion for the required activities in an electronic form in what is now called "e-lab". It enables students to conduct experiments more flexibly and in an interactive way using multimedia. It helps them to achieve electronic practical training, skills, and tendencies. This paper focuses on describing the design and procedures of a nationwide research project financed by The Research Council and conducted to measure the effectiveness of the e-lab on Omani students' acquisition of practical abilities and skills. The research project, in particular, examines the effectiveness of the e-lab in science teaching, the skills acquisition, and basic education students' appreciation of classroom environment. It also aims to know the students' attitudes towards the use of e-Lab technology and its employment. The paper will draw prospective recommendations for the field work derived from literary evidence.

The aim of this study was to examine the impact of analogy-based instruction on immediate and pos... more The aim of this study was to examine the impact of analogy-based instruction on immediate and postponed science achievement. More specifically, the focus of the current study was on the retention of students at three cognitive levels: knowledge, comprehension and application. Two classes of 63 ninth grade female students in Oman participated in the study. These classes were randomly assigned to an experimental group (N=32) which used analogy-based instruction and a control group (N=31) which used the traditional method. An achievement test was designed at the three cognitive levels and was administered to both groups immediately after the conclusion of the study which lasted for five weeks and once again two weeks later. In the immediate administration of the test, the findings indicated that the experimental group significantly outperformed the control group in terms of two cognitive levels, comprehension and application, and also in the overall score of the test. In the postponed test, the experimental group outperformed the control group in all three levels and in the overall score. Also, there was a substantial decline in control group students’ scores in the three cognitive levels and in the overall test score. This was not the case for the students in the experimental group. We have listed several justifications for these findings, recommendations for science teachers and textbook writers, limitations of the study and ideas for further research in the section headed “Conclusions and recommendations” below.

International Journal of Environmental and Science Education, , 2015

The current study investigates the effectiveness of grade-ten students’ reflective science journa... more The current study investigates the effectiveness of grade-ten students’ reflective science journal writing on their self-regulated learning strategies. We used a pre-post control group quasi-experimental design. The sample consisted of 62 tenth-grade students (15 years old) in Oman, comprising 32 students in the experimental group and 30 students in the control group. Both groups studied a science text unit called ‘Matter and Energy in Chemical Reactions’. Students in the experimental group were given a model for a journal, which they wrote after they finished their science lessons. They reflected on their dialogues with their teacher and classmates. They also reflected on their scientific observations, their main conclusions, their evaluation of their level of understanding of the scientific concepts presented in the lesson, their achievement of the lesson goals, and their personal feelings regarding what was taught in the lesson. The control group studied the same unit without writing reflective journals. We used a modified self-regulation strategy instrument to measure the effectiveness of treatment. The results showed that participants in the journal-writing group (experimental group) (M=3.96; SD=0.37) significantly outperformed participants in the control group (M=3.62; SD=0.28) with respect to their self-regulation strategies. The study recommends that reflective journal-writing should be encouraged by science teachers and in science textbooks.

Chemistry Education Research and Practice, 2015

The aim of the current study was to investigate students' mind wandering while reading different ... more The aim of the current study was to investigate students' mind wandering while reading different types of textual narrations (macroscopic and submicroscopic) in chemistry. Another goal was to determine the relationship between mind wandering and students' reading comprehension. The participants were 65 female ninth grade students in Oman. Using a computer screen, participants were required to read about sodium chloride. A probe-catch procedure was used to measure students' mind wandering. Half of the slides presented textual narrations at the macroscopic level and the other half presented narrations at the submicroscopic level. We gave the students a paper and pencil reading comprehension test at the conclusion of the reading task. The findings indicated that participants' mind wandering while reading submicroscopic textual narrations was significantly higher when compared to reading macroscopic textual narrations. Also, there was a significant negative relationship between mind wandering and reading comprehension for both macroscopic and submicroscopic textual narrations. Implications and future research are discussed.

This study describes a distance learning professional development program that we designed for th... more This study describes a distance learning professional
development program that we designed for the
purpose of training science teachers to teach for creativity.
The Moodle platform was used to host the training. To
ensure that trainees would benefit from this distance
learning program, we designed the instructional activities
according to the Community of Inquiry framework, which
consists of three main elements: cognitive presence,
teaching presence and social presence. Nineteen science
teachers in Oman engaged in the training, which lasted for
36 working days. To measure the effectiveness of the
training program on science teachers’ instructional practices
related to teaching for creativity, we used a pre–post
one-group quasi-experimental design. An observation form
was used to assess and document participants’ practices.
Paired t test results showed that there was a statistically
significant improvement in science teachers’ practices
related to teaching for creativity. During the implementation
of the training program, we observed that cognitive
presence and teaching presence were the two most successful
elements of the program. The training program
involved participants in different instructional activities
which were designed to help them understand the role of
creativity in science; a wide range of instructional techniques
designed to nurture students’ creativity was discussed.
The program also provided participants with
opportunities to relate their practices to teaching for
creativity and to design and implement lesson plans geared
toward teaching for creativity. However, the social presence
element was not satisfying. Participants’ virtual
interactions with each other and their engagement in online
discussion forums were limited. This paper provides some
recommendations to overcome such pitfalls.

International Research in Geographical and Environmental Education, 2014 Vol. 23, No. 3, 213227, http://dx.doi.org/10.1080/10382046.2014.927167, 2014

The current study explores the effectiveness of involving students in environmental science proj... more The current study explores the effectiveness of involving students in environmental
science projects for their environmental knowledge and attitudes towards science. The
study design is a quasi-experimental pre-post control group design. The sample was 62
11th-grade female students studying at a public school in Oman. The sample was
divided into two groups: an experimental group (N D 34) which conducted five
different environmental-based projects for two months and a control group (N D 28)
which studied using the traditional methods. For the purpose of study, two instruments
were designed: the Environmental Knowledge Test (EKT) and the Science Attitudes
Survey (SAS). The results indicated that students’ involvement in environmental
projects had a statistically significant positive impact on their environmental knowledge
and science attitudes. The experimental group significantly outperformed the control
group in both instruments. The results also indicated that the projects that made the
most impact were those that required students to produce enjoyable and unusual final
products such as a documentary movie, a school-wide campaign, and school-wide
environmental exhibit. This promising result is what distinguishes the current study: that
PBL could be implemented with few resources, inside the school building and within
the assigned time by the official teacher guide for the undertaken topics.

The purpose of the current study is to explore the impact of associating animations with concrete... more The purpose of the current study is to explore the impact of associating animations with concrete
models on eleventh-grade students’ comprehension of different visual representations in organic
chemistry. The study used a post-test control group quasi-experimental design. The experimental group
(N = 28) used concrete models, submicroscopic animations of molecules and chemical reactions to
study an organic chemistry unit in their textbook. On the other hand, the control group (N = 22) used
concrete models only. To assess students’ comprehension of different visual representations in organic
chemistry, a test called the Organic Chemistry Visualisation Test (OCVT) was designed and administered
at the end of the study. The results indicated that the experimental group significantly outperformed the
control group. Students in the experimental group, with the help of animations, were able to view
multiple representations simultaneously, rotate molecules and inspect them from different angles, and
comprehend the characteristics of organic molecules such as connectivity, chirality, bond angle,
stereochemistry and the spatial arrangement of atoms within molecules. It was observed that the
students in the experimental group were excited to navigate between different types of representations
of the same molecule and to check whether they predicted its configuration (e.g. three-dimensional,
two-dimensional or Fischer Projection models) correctly. Also, students were able to view more
complex molecules using animations rather than concrete models. Limitations of the study and
implications for teaching, learning, and further research are discussed.

The aim of this study was to investigate the effect of using peer problem solving strategy in the... more The aim of this study was to investigate the effect of using
peer problem solving strategy in the acquisition of genetic concepts
and correcting the alternative concepts of the 12th grade Omani female
students. The sample consisted of (155) students selected from two
post Basic Education school of Al-Dakhlyia Governorate, Oman. The
sample was divided into two groups; experimental group (n= 80
students) taught the genetic concepts by peer problem solving strategy
and control group (n= 75 students) taught the genetic concepts by the
conventional method of teaching. The study lasted for two months in
the second semester of the 2011/2012 academic year.
To achieve the study's aims, the researchers designed a teacher
manual in how to use peer problem solving strategy in teaching
genetic concepts and two-tier MCQs test. The validity and reliability
of the test were checked and the value of the reliability is (0.85).
The findings of the study revealed that there were statistical
significant differences in the acquisitions of genetic concepts in favor
of experimental group. Furthermore, the findings showed that peer
problem solving strategy has the potential power to correct students'
misconceptions in genetic.
In the light of these findings, the study proposes several
recommendations such as conducting training workshops for in
service biology teachers in how to use the peer problem solving
strategy to teach genetic concepts for 12th grade students. Finally, the
study recommends a need to conduct more research studies in using
peer problem solving strategy in teaching science and relate it to some
pedagogical variables. (Keywords: Genetic Concepts, Peer Problem
Solving Strategy, Alternative Conceptions, Female Students, 12th
Grade).

Journal of Educational & Psychological Studies , 2014

This study aimed at investigating Omani general education alternative conceptions in some biologi... more This study aimed at investigating Omani general education alternative conceptions in some biological
concepts. To achieve this aim, a two-tier MCQs biology test, consisting of 40 items, was constructed. The test
was verified by a panel of experts in science teaching to check its validity, whereas the reliability was
calculated using Cronbach alpha for internal consistency. Alpha value was 0.85. The test was administered to
1013 students, randomly selected from four educational governorates in the Sultanate of Oman in the
2010/2011 school year. The results of the study showed that Omani general education students held several
alternative conceptions in all four domains of the biology: systems and life processes, reproduction and
heredity, cell and its functions and diversity and adaptation. Accordingly, the study proposed several
recommendations based on the results.

Journal of Research in Science Teaching, 2019

Journal of Turkish Science Education, 2018

International Journal of Instruction, 2018

The Jordanian Journal of Educational Sciences, 2018

Journal of Education and Training Studies, 2017

Journal of Science Education and Technology, 2017

Journal of Educational & Psychological Studies, 2017

The Turkish Online Journal of Educational Technology, 2015

Computer and information technology can be used so that students can individually, in groups, or ... more Computer and information technology can be used so that students can individually, in groups, or by electronic demonstration experiment and draw conclusion for the required activities in an electronic form in what is now called "e-lab". It enables students to conduct experiments more flexibly and in an interactive way using multimedia. It helps them to achieve electronic practical training, skills, and tendencies. This paper focuses on describing the design and procedures of a nationwide research project financed by The Research Council and conducted to measure the effectiveness of the e-lab on Omani students' acquisition of practical abilities and skills. The research project, in particular, examines the effectiveness of the e-lab in science teaching, the skills acquisition, and basic education students' appreciation of classroom environment. It also aims to know the students' attitudes towards the use of e-Lab technology and its employment. The paper will draw prospective recommendations for the field work derived from literary evidence.

International Journal of Environmental and Science Education, , 2015

Chemistry Education Research and Practice, 2015

International Research in Geographical and Environmental Education, 2014 Vol. 23, No. 3, 213227, http://dx.doi.org/10.1080/10382046.2014.927167, 2014

Journal of Educational & Psychological Studies , 2014

Muscat, Oman: Health Education Department, Ministry of Health and UNICEF, 2011

Health Education Department, Ministry of Health and UNICEF, 2011

SQU Press, Muscat, Oman, 2013

Dar Al-Maseera, Amman, Jordan: Dar Al-Maseera, 2018

The 92nd NARST Annual International Conference: Creating and Sustaining Collective Activism through ScienceAt: Baltimore, MD, USA, 31Mar-3Apr, 2019, 2019

The current study analyzed the level of students’ argumentative statements regarding two highly a... more The current study analyzed the level of students’ argumentative statements regarding two highly abstract theoretical scientific models—electron cloud and sodium chloride crystal—during two different classroom activities: small group discussion and classroom debate. The students were requested during these two types of activities to decide whether they support the claim that these scientific entities exist and to defend their position. Their statements were classified into four levels of argumentation. These levels were adopted from previous research and modified to accommodate the submicroscopic level of the scientific models under study. This addition to the argumentation classification is unique to the current study, as previous classifications of students’ argumentative level barely address the submicroscopic level of matter. The sample included 108 tenth-grade students in a Middle Eastern country. A total of 514 responses were collected and analyzed. The results were as follows: 1.36% of these statements fell at level 0, 37.93 % were at level 1, 31.13% were at level 2, 15.76% were at level 3, and 13.81% were at level 4. Findings also showed that the level of students’ argumentative statements was higher after the classroom debate activity than the small group discussions.

he 3rd Excellence Conference in Teaching and Learning of Science and MathematicsAt: King Saud University, Riyadh, KSA, 12-14 March 2019., 2019

تهتم العديد من الأنظمة التعليمية حول العالم بتعليم وتعلم العلوم والرياضيات نظرا للارتباط المباشر ... more تهتم العديد من الأنظمة التعليمية حول العالم بتعليم وتعلم العلوم والرياضيات نظرا للارتباط المباشر بين مخرجات هاتين المادتين واحتياجات سوق العمل، ولارتباطهما أيضا بعمليات اتخاذ القرار اليومية للأفراد والمؤسسات، والتي تعتمد بشكل أساسي على تطبيقات نتجت من التكامل بين المبادئ العلمية والرياضية مع حقول أخرى كالهندسة والتقنية. ويهتم النظام التعليمي في سلطنة عمان بشكل كبير بتعليم العلوم والرياضيات، وجاءت وثيقة فلسفة التربية في السلطنة لتؤكد على أهمية العلم وتطبيقاته، وبناء مجتمع المعرفة والتكنولوجيا، وتطوير البحث العلمي والابتكار، وكلها مبادئ ترتبط بتعليم العلوم والرياضيات، كما أن الاستراتيجية الوطنية للتعليم ورؤية عمان 2040 تؤكدان على أهمية الاهتمام بتعليم الناشئة سبل البحث العلمي وتنمية مهارات الابتكار، وهما أمران مرتبطان بشكل مباشر بتعليم العلوم والرياضيات. انعكست المنطلقات الوطنية للتعليم في سلطنة عمان على طبيعة المناهج الدراسية للعلوم والرياضيات، حيث تبنت وزارة التربية والتعليم تحديث مناهج هاتين المادتين بتبني سلاسل كامبردج العالمية التي تهتم بشكل مباشر بتطوير مهارات الاستقصاء العلمي وحل المشكلات، وتقييم أداء المتعلم بطرق متنوعة ليتمكن من التعبير عن معارفه ومهاراته بصور تتلاءم مع قدراته وأنماط تعلمه، وفي المقابل يتم تزويد الصفوف الدراسية والمختبرات المدرسية بتقنيات حديثة تواكب التطوير في المناهج الدراسية. أما عمليات إعداد معلمي العلوم والرياضيات وتنميتهم المهنية فهي تتطور بشكل مستمر، ويتم إعداد معلمي هاتين المادتين في عدد من مؤسسات التعليم العالي، وتتم متابعة عملية الاعداد في هذه المؤسسات لتتوافق مع المعايير الدولية، وتتاح لمعلمي العلوم والرياضيات فرصا متنوعة للتنمية المهنية أثناء الخدمة، سواء عن طريق الورش والدورات التدريبية، أو عن طريق اتاحة الفرصة لهم لاستكمال دراساتهم العليا داخل وخارج السلطنة، كما تم تأسيس مركز وطني لتدريب المعلمين يُعنى بتدريب المعلمين الجدد وذوي الخبرة على حد سواء، ويقدم برامجا تدريبية متنوعة لمعلمي العلوم والرياضيات أثناء الخدمة. لا يقتصر تعليم العلوم والرياضيات على المنهج الرسمي، وإنما تنفذ وزارة التربية والتعليم عددا من البرامج التي تهتم بجوانب متنوعة مرتبطة بهاتين المادتين، ومن أمثلة هذه البرامج هي برنامج التنمية المعرفية، والأولمبياد العلمي، ومهرجان العلوم، وبرنامج جلوب البيئي العالمي، وبرنامج ستم عُمان، وبرنامج المدارس الخضراء. كما تساهم عدد المؤسسات والمراكز في تنمية معارف ومهارات الناشئة في العلوم والرياضيات، ومن أبرز هذه المؤسسات هي اللجنة العمانية للرياضيات ومراكز الابتكار ومتحف الطفل والقبة الفلكية ومركز الايكولوجيا والمستكشف الناشئ ومركز عبقري الرياضيات والقرية الهندسية. يصاحب هذا الاهتمام بتعليم وتعلم العلوم والرياضيات في السلطنة نشاط بحثي يتطور باستمرار، وتعزز بفتح عدد من برامج الدراسات العليا لدرجتي الماجستير والدكتوراه في مناهج وتدريس العلوم والرياضيات في مؤسسات التعليم العالي، كما ساهمت عدد من المشاريع البحثية الممولة في تطوير منظومة البحث العلمي في تعليم وتعلم العلوم والرياضيات، ومن أبرز هذه المشاريع مشروع تطوير مؤشرات وطنية في الرياضيات والقراءة، و مشروع دراسة العوامل المؤثرة في الأداء العلمي للطلبة في اختبارات تيمس، و مشروع تصميم الحدائق المدرسية، و مشروع مسح الأخطاء المفاهيمية في العلوم، و مشروع المختبر الافتراضي، ومشروع تنمية الموهوبين في الرياضيات والعلوم، ولقد وجدت عدد من مخرجات هذه المشاريع البحثية طريقها للنشر في دوريات دولية محكمة ومفهرسة في أفضل قواعد البيانات العالمية. في المقابل فإن هناك مجموعة من التحديات التي تواجه تعلم وتعليم العلوم والرياضيات في السلطنة، ولعل أبرزها هي ضعف الأداء في الاختبارات الدولية، واتساع الفجوة بين الذكور والإناث في الأداء في العلوم والرياضيات، وتأخر اعتماد المعايير الوطنية لمعلمي العلوم والرياضيات ومناهجها، ومحدودية بعض البرامج الإثرائية، وقصور بعض برامج إعداد معلمي العلوم والرياضيات، ومحدودية برامج تدريب المعلمين على المستجدات الحديثة في المناهج والتقويم، وضعف المساهمة المجتمعية لمؤسسات القطاع الخاص لدعم تعلم العلوم والرياضيات، وقصور في بحوث تعليم وتعلم الرياضيات. لذلك فإن ورقة العمل هذه توصي بضرورة دراسة هذه التحديات وتصميم حلول مستدامة لمعالجتها.

: International Conference: New Perspectives Science Education NSPE-2018At: Flounce, Italy, 2018

he aim of the current study was to investigate the effectiveness of using technology as a platfor... more he aim of the current study was to investigate the effectiveness of using technology as a platform for hosting instructional techniques that were designed to encourage students to make different types of associations when learning science. Our study included two experimental groups and one control group. The first experimental group used association-generating techniques. In the second group, technology was used as a platform to deliver these techniques. The control group used conventional teaching methods. The total number of participants was 197 grade eight students. A science achievement test was administered to the three groups three times: before the beginning of the study as a pre-test, at the conclusion of the study as a post-test, and six weeks after the study ended. The technology-based experimental group outperformed the control group at the conclusion of the study (post-test). However, there was no significant difference between the technology group and the control group on the test six weeks after the study’s conclusion. On the other hand, the first experimental group (without technology) outperformed the control group on that test. These results suggest the need for further research on whether the impact of the use of technology lasts long enough to be considered a “real impact” or if this impact is “temporary,” perhaps resulting from the novelty effect of the use of this or that type of technology.

ICEEPSY2017At: Porto, Portugal, 2017

The aim of the current study was to test the relationship between the scores in the Trends in Int... more The aim of the current study was to test the relationship between the scores in the Trends in International Math and Science Study (TIMSS) in science and some socio-economic variables. The sample included 9542 grade eight students in the Sultanate of Oman. These students were studying in 201 schools across the country. We used TIMSS raw data obtained from the Ministry of Education. These data included students’ scores in science TIMSS test, data obtained from school surveys and parent surveys. We classified the data from the school surveys into two main variables: the school educational climate and problems related to grade eight students. The data obtained from the parent surveys were classified into three variables: parents’ educational level, parents’ economic level and the use of the language of the test at home. TIMSS test in Oman is given in Arabic in public schools and in English in private schools. Students do not necessarily speak the same language of the test in their homes. Furthermore, data were also compared for males and females and for public and private schools. We used t-test and ANOVA to analyze the data. The findings showed that female students outperformed male students and private schools outperformed public schools in TIMSS science score. In addition, better school climate resulted in better TIMSS scores, and schools with less problems related to eight grade students significantly outperformed schools with more problems. Also, students from high economic status significantly outperformed students from low economic status. Parents’ educational level played a positive role in students’ TIMSS science score. Interestingly, students who spoke the language of the test at home significantly outperformed students who did not use the language of the test at home. The study recommends that the variables examined in this study should be taken into consideration when designing instructional materials and methods. Furthermore, research should consider other data for analysis

Humanities Research Symposium- Sultan Qaboos University- ندوة البحث العلمي في العلوم الإنسانيةAt: Sultan Qaboos University, 2016

تناقش هذه الورقة التنوع في تناول المتغيرات الاجتماعية والثقافية في بحوث التربية العلمية في سلطنة ... more تناقش هذه الورقة التنوع في تناول المتغيرات الاجتماعية والثقافية في بحوث التربية العلمية في سلطنة عمان، والتي من أمثلتها النوع الاجتماعي (ذكر وأنثى) واللغة والعمر ونوع المدرسة (حكومي وخاص) والمنطقة الجغرافية والمتغيرات الدينية والوضع الاقتصادي والاجتماعي والسياق المحلي. تنبع أهمية هذه الدراسة من الاجماع المتزايد في الأدب التربوي العالمي حول أهمية دراسة تأثيرات المتغيرات الثقافية والاجتماعية في تعلم التلاميذ والأداء المدرسي. ولتحقيق هدف الدراسة قام الباحثان بمسح آراء 16 باحثا ممن ينشرون بحوثا تتعلق بمجال التربية العلمية في السلطنة، وذلك لسبر آرائهم عن تناولهم للمتغيرات الثقافية والاجتماعية في البحوث التي يجرونها في هذا المجال، كما تم تحليل 81 رسالة من رسائل الماجستير التي أجريت في مجال التربية العلمية وذلك لتحديد تنوع المتغيرات الثقافية والاجتماعية فيها. أشارت النتائج أن هناك عدد من المتغيرات الثقافة والاجتماعية التي يتم تناولها بصورة وافية إلى حد ما في بحوث التربية العلمية في سلطنة عمان، ومن أمثلتها متغيرات النوع الاجتماعي والعمر والمنطقة الجغرافية. في المقابل فإن متغيرات كاللغة المتحدثة في المنزل، والوضع الاقتصادي والاجتماعي للمشاركين، والسياق الثقافي المحلي، والمتغيرات الدينية يبدو أنها لا تلقى الاهتمام الكافي من الباحثين في مجال التربية العلمية في سلطنة عمان، الأمر الذي يتشابه بصورة أو بأخرى وفقا للأدب التربوي، مع وضع البحوث التربوية في هذا المجال على المستويين الإقليمي والدولي، وهذا يؤدي بلا شك إلى أن أصوات فئات مختلفة من المشاركين، خاصة المتعلمين، لا تلقى الاهتمام الكافي من التحليل والدراسة. إن التأثير المباشر للمتغيرات الثقافية والاجتماعية على سير العلمية التعليمية يدفع بضرورة الاهتمام بهذه المتغيرات في المشاريع والدراسات البحثية التربوية، لذلك فإن الدراسة الحالية توصي الباحثين التربويين، خاصة في مجال التربية العلمية، بأهمية إعارة أصوات المتعلمين والمشاركين ذوي الخلفيات المتنوعة اهتماما أكبر في بحوثهم التربوية. This paper discusses whether educational research in science education address socio-cultural variables such as gender, language, age, school type, geographical region, religion, socio-economic status, local culture and context. The importance of this study stems from the increasingly consensus in the educational literatures of the impact of socio-cultural factors on student learning and school performance. For the purpose of this research, the authors surveyed 16 researchers who have published research in the field of science education in Oman. In addition, 81 postgraduate science education theses in Oman were analyzed for the diversification of socio-cultural variables. The findings show that while some variables are satisfactorily addressed in science education research in Oman, some other variables are omitted. For instance, the gender of students and teachers is studied to a high extent with respect to different variables. There is also diversification to a good extent in terms geographical region, age and school type. However, variables such as second spoken language, religious-related issues, socio-economic status, local culture and context are almost omitted in science education research in Oman. This makes the voice of some learners and teachers is not heard. The impact that such variables has on the teaching and learning processes urge for more consideration of these variables in the science education research. The authors recommend that teachers and learners of different linguistic, socio-cultural, and contextual backgrounds should be voiced out more in the educational research in general.

MAC Prague, 2015

This paper aims to measure the effectiveness of the 3-D lab on Omani students' achievement in ter... more This paper aims to measure the effectiveness of the 3-D lab on Omani students' achievement in terms of knowledge, application, and metacognitive abilities in science education. The study design adopts the experimental design with Pre-Post Test Control Group Design, where the experimental and control groups (30 students each) have conducted achievement tests. Findings show statistically significant differences in student achievement in favor of the group that studied using the 3-D lab with large effect size. The paper then draws conclusion and recommendations. Introduction Last decades have witnessed unprecedented revolution in the field of technological applications specifically in the teaching and learning process. Technology has become an essential component of this process in a way it does not affect the teacher, student or course materials but it connects all these elements and makes the output of the educational process of high quality. E-Learning technology and its applications have become an integral part of communities' lives. A set of applications in education such as: mobile learning, virtual reality and electronic museums have begun (Sharples et al., 2007).

he International Conference on Teaching and Education Sciences–ICTES 2015At: Kuala Lumpur, Malaysia during June 9-10, 2015, 2015

As part of its efforts to achieve accreditation by the National Council of Accreditation for Teac... more As part of its efforts to achieve accreditation by the National Council of Accreditation for Teacher Education (NCATE) in the USA, the College of Education at Sultan Qaboos University has conducted several activities to spread the culture of accreditation among its stakeholders: faculty, students, administration staff, cooperative schools, cooperative teachers, professional community and the society. This presentation describes the different types of workshops, forums, seminars, and meetings that the College has conducted to achieve this purpose. In addition, the College has taken advantage of the different forms of social media to reach its students and enlighten them about accreditation and its importance. Different posters and promotional materials have also been produced and distributed to increase awareness of accreditation.

3rd International Conference of Educational Technology- ICOET2015, 2015

International Teacher Education Conference, ITEC 2014, 5-7 February, 2014, Dubai, UAE

The current study explored the influence of topic type on the ability to design fair-test inquiry... more The current study explored the influence of topic type on the ability to design fair-test inquiry-based experiments. The sample included 82 pre-service science teachers. They were asked to design six different fair-testing inquiry-based experiments. The experiments differed in the topic they treated. The topics included: light intensity, fruit oxidation, heart pulse, viscosity, solubility and the five senses. Teachers’ designs were analyzed according to the science processes. The results showed that the highest scores were recorded for heart pulse and the five senses. The lowest scores were recorded for fruit oxidation and viscosity. In addition, the scores that pre-service science teachers received for each science process within their designs of each fair test differed from one topic to another. For instance, participants scored low in variable control process in four topics: light intensity, heart pulse, viscosity, and the five senses. However, their score was higher in fruit oxidation and solubility. These findings suggest that designing fair tests inquiry-based experiment is topic-dependent. Some topics are easier to be investigated by learners than others. Therefore, it is recommended that science teachers and textbooks writers take topic type into consideration when designing inquiry-based learning environment.

the 7th International Science, Mathematics & Technology Education Conference, Muscat, Oman, from 4-7 November 2012, Nov 4, 2012

The Third International Conference on New Trends in Education and Their Implications- ICONTE 2012, Antalya, Turkey, from 26-28 April, 2012At: ICONTE 2012, Antalya, Turkey, 2012

Research has shown that science teachers use, and encourage their students to use, animism and an... more Research has shown that science teachers use, and encourage their students to use, animism and anthropomorphism in the descriptions and explanations of inanimate natural and scientific entities. The current study explores the relationship between students' anthropomorphic preferences, the vividness of their metal images, their spatial ability and their distrust of scientific models which represent natural entities and phenomena. The participants were 302 students from grade ten in the Sultanate of Oman. For the purpose of the study, four instruments were used. The findings indicated that there was a significant positive correlation between students' anthropomorphic preferences and both their distrust of scientific models and the vividness of their mental images. There was no significant correlation between students' anthropomorphic preferences and their spatial ability. Based on these results, it might be plausible to conclude that anthropomorphism and animism might cause conceptualization difficulties to students when approaching natural phenomena. Keywords: Animism, anthropomorphism, vividness of metal models, spatial ability, distrust of scientific models.

the 21st International Conference on Chemical Education, Taipei, Taiwan, from 8-13 August 2010, Aug 8, 2010

A. This entity (phenomenon) is real, and its textbook illustrations reflect how it really is.

Proceedings of the 54th ICET World Assembly, Muscat, Oman, from 14-17 December 2009 (pp. 243-248, Electronic Version)., Dec 14, 2009

We are reporting a preliminary data for a study that aimed to reveal the mental images of student... more We are reporting a preliminary data for a study that aimed to reveal the mental images of student teachers of science at the Faculty of Education, Sultan Qaboos University about teaching. The full study in published in the International Journal of Environmental and Science Education (7(2), 291-311). The DASTT-C tool was used. The tool consisted of two parts. The first part requires the student teacher to draw himself/herself in a teaching situation. The second part is a continuum measure that requires the student teacher to choose from the given statements what s/he believes about some of the educational aspects. The study sample consisted of 56 science student teachers at the Faculty of Education, Sultan Qaboos University. The tool was applied to the sample twice: before and after studying the Teaching Methods of Science (1) course. The results of the study indicate that: (1) the mental images formed by the student teachers of science were affected by the way they were taught in the pre-university education, and (2) the occurrence of some change in the mental images of science teachers after studying the Methods of Teaching science (1) course.

the 26th International Conference on Learning, University of Barcelona, Spain, from 1-4 July 2009., Jul 1, 2009

ICEVI World Conference (12th, Kuala Lumpur, …, Jan 1, 2006

Abstract: Howard Gardner’s Theory of Multiple Intelligences has provided educators with a new vi... more Abstract: Howard Gardner’s Theory of Multiple Intelligences has provided educators
with a new view of intelligence. It emphasizes that science, math and language are not
the only ways to exhibit intelligence. People exhibit intelligence in many different ways.
Each type of intelligence is as valuable as the others. Gardner classifies these
intelligences into eight different areas: bodilykinesthetic,
interpersonal, intrapersonal,
linguistic, logicalmathematical,
musical, spatial and natural intelligence. This paper
reviews studies done for enhancing multiple intelligences in children who are blind. It
also presents findings from brain research that supports the Theory of Multiple
Intelligences and their implications in the field of teaching and learning. In addition, this
paper provides a guide to modify curricular activities in the glance of the Theory of
Multiple Intelligences. These activities are designed to improve different talents in
children who are blind such as imagination, creativity, cooperation, social skills, self
reflection, linguistic abilities, critical thinking, scientific thinking and attitudes towards
nature. Examples of the teaching methods that are used to enhance these talents are:
cooperation learning, guided imagery, brainstorming, questioning, scientific inquiry,
projectsbased
learning, learning cycle, and some others. Sample lesson plans are
provided in this paper.

Publication View. 6268583. Science teachers&#x27; perceptions regarding the integration o... more Publication View. 6268583. Science teachers&#x27; perceptions regarding the integration of both inquiry and science applications approaches into their laboratory activities / (1998). Al-Balushi, Sulaiman Mohamed. Abstract. Typescript.. Thesis (MS)--University of Iowa, 1998.. ...

هدفت هذه الدراسة إلى التحقق من فاعلية التعلم غير الرسمي في التفكير الإبداعي لدى طالبات الصف التاس... more هدفت هذه الدراسة إلى التحقق من فاعلية التعلم غير الرسمي في التفكير الإبداعي لدى طالبات الصف التاسع؛ وذلك من خلال تطبيق مقياس تورانس للتفكير الإبداعي على عدد (30) طالبة من مدرسة أصيلة بنت قيس بمحافظة مسقط واللواتي كن في زيارة إلى مركز الإيكولوجيا التابع لشركة تنمية نفط عمان، و تكون هذا المقياس من أربعة أسئلة لفظية عن موضوعات الطاقة والاحتباس الحراري وحالات المادة وأشعة الشمس، وبعد تطبيق المقياس قبل الزيارة وبعدها وترميز النتائج وتحليلها، أظهرت هذه النتائج عن وجود تأثير إيجابي دال بعد زيارة مركز الإيكولوجيا في تنمية التفكير الإبداعي لدى طالبات الصف التاسع الأساسي بشكل عام وفي مهارات الطلاقة والمرونة والأصالة بشكل خاص، كما خرجت الدراسة بمجموعة من التوصيات أهمها: تفعيل التعلم غير الرسمي في المناهج الدراسية، و زيادة الوعي لدى المعلمين والمعلمات بأهمية بيئات التعلم غير الرسمي في زيادة دافعية الطلبة للتعلم إلى جانب ضرورة نشر ثقافة التعلم غير الرسمي بين أولياء الأمور لحثهم وحث ابنائهم على الاستفادة من هذه البيئات الخصبة للتعلم.

هدفت هذه الدراسة إلى الكشف عن دور متحف التاريخ الطبيعي كمؤسسة غير رسمية في تعديل التصورات البديلة... more هدفت هذه الدراسة إلى الكشف عن دور متحف التاريخ الطبيعي كمؤسسة غير رسمية في تعديل التصورات البديلة في مفاهيم العلوم المرتبطة بالبيئة العمانية، واتخذ هذا البحث المنهج النوعي من خلال تطبيق أداة متمثلة في مجموعات التركيز، والتي تكونت من: أربعة أسئلة مفتوحة في مواضيع علمية تتعلق بمفاهيم البيئة العمانية تم تطبيقها قبليا وبعديا بعد التأكد من ثباتها، أما عينة الدراسة تكونت من تسع طالبات من الصف الحادي عشر في مدرسة بلاد الشهوم للتعليم الأساسي بمحافظة الظاهرة في سلطنة عمان، وقد أظهرت النتائج دور المتحف في تعديل بعض التصورات البديلة في مفاهيم العلوم المرتبطة بالبيئة العمانية، وتعزيز المعرفة العلمية، كما كشف ردود المشاركات عن وجود سطحية معرفية وخلط في بعض المفاهيم العلمية، وخرجت هذه الدراسة بمجموعة من التوصيات أهمها؛ تفعيل دور مؤسسات التعليم الغير رسمي للكشف عن التصورات البديلة لدى الطلبة في مناهج العلوم إلى جانب تفعيل دور المعلمين في أثناء زيارتهم لمؤسسات التعليم الغير رسمي في متابعة طلبتهم وتوجيههم نحو المفاهيم البيئية والعلمية التي تشملها المؤسسات غير الرسمية.

هدفت الدراسة الحالية إلى استقصاء دور متحف الطفل في تعديل التصورات البديلة لمفاهيم الكون والفضاء ل... more هدفت الدراسة الحالية إلى استقصاء دور متحف الطفل في تعديل التصورات البديلة لمفاهيم الكون والفضاء لدى طلاب الصف الثالث الأساسي بمحافظة مسقط، ومتحف الطفل هو إحدى مؤسسات التعلم غير الرسمي للعلوم في سلطنة عمان، وهو مركز يتيح للأطفال التفاعل مع محطات متنوعة تغطي نطاقا واسعا من المفاهيم العلمية، وتصنف هذه الدراسة ضمن البحوث النوعية، حيث تم استخدام المنهج الوصفي التحليلي، وتكونت عينة الدراسة من 10 طلبة مقيدين بالصف الثالث الأساسي في إحدى مدارس محافظة مسقط، وكانت الأداة المستخدمة في الدراسة عبارة عن مقابلات مجموعات التركيز، وأشارت النتائج إلى أن متحف الطفل ساهم في تعديل التصورات البديلة في مفاهيم الكون والفضاء لدى طلاب الصف الثالث بمحافظة مسقط بنسبة (63%)، وتظهر هذه النتائج دور متحف الطفل في تعديل التصورات البديلة في مفاهيم الكون والفضاء، وتعزيز المعرفة العلمية لدى الطلبة، وتوصي الدراسة إلى تفعيل دور مؤسسات التعليم غير رسمي للكشف عن التصورات البديلة لدى الطلبة في مناهج العلوم بالمدارس.

هدفت الدراسة الحالية إلى الكشف عن دور مركز الايكولوجيا في تعديل التصورات البديلة في مفاهيم العلوم... more هدفت الدراسة الحالية إلى الكشف عن دور مركز الايكولوجيا في تعديل التصورات البديلة في مفاهيم العلوم المرتبطة بالطاقة لدى طالبات الصفوف السابع والثامن من التعليم الأساسي، ومركز الإيكولوجيا هو إحدى مؤسسات التعليم غير الرسمي للعلوم في سلطنة عمان، واتبعت الدراسة التصميم النوعي لجمع البيانات، واستخدمت المنهج الوصفي التحليلي، وتكونت عينة الدراسة من ثمان طالبات من الصفوف السابع والثامن الأساسي في إحدى مدارس التعليم الأساسي في محافظة جنوب الباطنة، وكانت الأداة المستخدمة في الدراسة عبارة عن مقابلات مجموعات التركيز، وأشارت النتائج إلى أن مركز الايكولوجيا ساهم في تعديل التصورات البديلة في مفاهيم الطاقة لدى طالبات الصف السابع والثامن بمحافظة الباطنة جنوب بإجمالي نسبة (%62.5)، مما يدل على دور مركز الايكولوجيا في تعديل بعض التصورات البديلة في مفاهيم الطاقة، وتعزيز المعرفة العلمية لدى المتعلمين، من جهة أخرى فإن بعض التصورات البديلة لم تتغير لدى الطالبات كمفهوم الطاقة وأشكالها، وتوصي الدراسة بتفعيل دور موظفي المتاحف والمؤسسات الأخرى غير الرسمية وذلك من خلال متابعة الزوار سواء كانوا طلبة المدارس أو العائلات في المجتمع بإثرائهم بالمعلومات المتضمنة في المؤسسة، وعرض المعلومات بشكل بارز يجذب الزائر في الرغبة للقراءة والمعرفة

Health Education in Context, 2012

The Sultanate of Oman seems to have in place a sound system of health education, evident in both... more The Sultanate of Oman seems to have in place a sound system of health education,
evident in both science curriculum content and supporting projects, and operating
across all sectors of the education system. The science curriculum covers many
concepts and themes related to health education. The supporting projects are varied
and target students of different ages and stages. Both male and female students
benefit from these projects. None of these projects could be implemented in the
field and achieve its aims without the support and collaboration of the government,
private-sector, and international organizations operating in Oman.

This chapter sheds light on science education research in Oman. More specifically, it analyses th... more This chapter sheds light on science education research in Oman. More specifically,
it analyses the representation and diversification of socio-cultural factors by science
education researchers in Oman. To achieve this goal, a survey study was conducted
with 16 science education researchers. They all held PhD degrees and conducted
science education research. The findings indicate that the science education research
in Oman does not factor in very many socio-cultural factors into its models.
The impact of different factors (such as religious beliefs, non-Arabic spoken
languages, age levels, school locations, mixed gender school settings) on science
teaching and learning practices has not been given appropriate attention by science
education researchers. The interactions among these factors within different Omani
geographical regions, which differ in terms of cultural traditions and environmental
diversity, seem to have been omitted. The reasons behind these findings are discussed.
Also, the authors suggest some recommendations to enhance the representation and
diversification of socio-cultural factors within science education research in Oman,
and in the Gulf Cooperation Council (GCC) states.

Sense Publishers, Rotterdam, 2017

Beliefs can be seen as the best indicators of the decisions individuals make throughout their liv... more Beliefs can be seen as the best indicators of the decisions individuals make throughout their lives. They are more influential than knowledge in determining how individuals organize and define tasks and problems, and are stronger predicators of behavior. In the context of teaching and learning of science, beliefs and theories teachers hold about the nature of science and the teaching and learning of science determines to a great extent what science education will be for a given child. These beliefs and theories influence science teachers' teaching practices and form barriers to the implementation of reform-oriented curricula. Research has shown that teachers rely on their belief system rather than academic knowledge when determining classroom actions. Because of the importance of teachers' beliefs, there is a need to explore and develop these to determine why science teachers behave as they do during their classroom practices. Different methods of exploring individual beliefs (teachers’ and students’) have been used, including conventional methods based on questionnaires or interviews, the Draw-A-Science-Teacher-Test Checklist (DASTT-C), or a questionnaire based on Azjen’s Theory of Planning Behavior. In the current chapter, the authors describe how drawing can be used to explore science teachers' beliefs. Moreover, this description will be supported by some previous research in the field of science education. The authors' experience of using such a method with Omani prospective science teachers is included. Furthermore, limitations of the DASTT-C instrument are discussed.

Sense Publishers, Rotterdam, 2015

Science teaching in Omani schools has undergone noticeable developments in all aspects since Oman... more Science teaching in Omani schools has undergone noticeable developments in all aspects since Oman adopted a new education system in Basic Education (grades 1–10) and Post Basic Education (grades 11–12)) in 1998. The Omani Ministry of Education set out certain goals of teaching science in order to produce well-educated and scientifically literate people. However, in order to achieve these goals good science teachers and a well-designed science curriculum are needed. The content of science curriculum was revised and developed. Several initiatives were proposed including: Road safety within the Omani curricula, environmental education for sustainable development into the Omani curricula, knowledge development program for students in science, mathematics and concepts of environmental geography and using modern technology. Omani science teachers were asked to use inquiry based learning and cooperative learning to make students more involvement in the classroom. The results of Omani students in two rounds of TIMSS (2007, 2011) was not promising which was leaded the Ministry of Education to reform the type and the nature of students’ assessment. There are some challenges that Oman faces in the science teaching such as raising students’ achievements locally and in the international studies like TIMSS, enhance the quality of science teaching and the use of ICT in science teaching effectively.

… Activities: Classroom Projects and Curriculum Ideas, Jan 1, 2002

I designed the set of correction fluid activities to help students learn to think imaginatively ... more I designed the set of correction fluid activities to help students
learn to think imaginatively within a scientific context.
The creative-thinking tools will help them expand their
thinking to understand concepts that were previously
beyond their grasp. Try to integrate some of these creativethinking
tools into your own hands-on activities and classroom
discussions. You will see a difference! If your students
have the opportunity to practice such tools whenever they
do hands-on activities, their imaginative faculties will
improve and their ability to think creatively will increase.

Affiliation: Sultan Qaboos UniversityGrant number: TRC-ORG/EHR/14/005, 2015

Affiliation: Sultan Qaboos UniversityGrant number: TRC-ORG/EHR/12/005, 2012