Mohamed Ali Shahat

The present study examined whether seventh-grade female students in Oman who were taught through the generative learning model showed higher posttest science achievement and motivation to learn science than students who received regular instruction. The study used a pretest-posttest quasi-experimental design with non-equivalent groups. There were 56 student participants, with 28 in the experimental group and 28 in the control group. The experimental group was taught using a teacher’s guide organized around the stages of the generative learning model, whereas the control group received regular instruction for the same Grade 7 science unit. Student outcomes were assessed using an academic achievement test covering knowledge, application, and reasoning, and a motivation toward learning science scale. Pretest evidence indicated baseline equivalence between the two groups on achievement, Wilks’ Lambda = 0.939, F(3, 52) = 1.13, p = 0.346, and motivation, Wilks’ Lambda = 0.943, F(6, 49) = 0.489, p = 0.807. Posttest comparisons showed higher achievement and motivation scores for the experimental group under the conditions of the study. The findings provide preliminary context-specific evidence that generative learning may be associated with stronger cognitive and motivational outcomes in middle-school science, although the intact-class design warrants cautious interpretation.

The effective implementation of the next generation science standards (NGSS) practices is widely recognized as central to promoting scientific literacy and early development of critical thinking skills in primary education. Grounded in constructivist learning theory and inquiry-based science education, this study addressed the limited empirical understanding of how teachers in non-NGSS contexts interpret and report their engagement with science and engineering practices (SEPs). The study employed a qualitative research design, using semi-structured interviews to examine teachers’ self-reported perceptions of the frequency, nature, and challenges associated with implementing the eight NGSS-aligned SEPs. The sample comprised 12 primary science teachers teaching grade 4-grade 6 in Omani schools. Data were analyzed thematically to identify patterns in teachers’ reported practices and perceived constraints. The findings indicated that practices such as planning and carrying out investigations and analyzing and interpreting data were reported as more frequently enacted, reflecting alignment with inquiry-based instructional approaches. In contrast, practices including asking questions, developing and using models, and engaging in argument from evidence were reported less consistently. Teachers identified limited resources, time constraints, and variability in students’ abilities as key challenges influencing their engagement with NGSS practices. Overall, the study provides insight into teachers’ professional reasoning and perceived enactment of NGSS-aligned practices within a centralized and examination-driven educational context. The findings underscore the need for targeted professional development, structured instructional frameworks such as claim-evidence-reasoning, and improved resource support to strengthen the implementation of epistemically demanding NGSS practices in primary science classrooms.

Persistent challenges in science education, notably weak conceptual comprehension and declining student motivation, hinder the achievement of deeper learning objectives. This is particularly critical in rapidly developing nations like Oman, where educational outcomes are directly tied to the strategic goals of Oman Vision 2040. To address this need, this study investigates the value of integrating digital educational games as an innovative strategy to promote deeper understanding and enhance motivation among eighth-grade female students in Omani science classes. Employing a quasi-experimental design with 146 students divided into experimental and control groups, the study consisted of a two-week intervention in which the experimental group was taught using platforms such as Kahoot, Wordwall, and Quizizz. The findings make a significant contribution to the field by demonstrating that game-based learning yielded statistically significant improvements, with a large effect on learner motivation (η² = 0.796) and a moderate effect on deep understanding (η² = 0.066). Specifically, the study adds nuanced insight by showing that while digital games strongly enhanced knowledge acquisition, application, and classroom enthusiasm through interactive and competitive features, the development of higher-order reasoning skills may require longer-term exposure. Based on these outcomes, the study provides practical recommendations for integrating digital games into pedagogy and calls for future research to explore their long-term impact on higher-order thinking, thereby offering a valuable pathway for creating more engaging and meaningful science learning experiences aligned with 21st-century educational goals.

This study investigates how using the Engineering Design Process (EDP) to deliver culturally contextualized STEM education can enhance problem-solving skills and motivation among fourth-grade students in Oman, while also examining whether these outcomes differ by gender. Using a quasi-experimental design, 118 students participated in either a STEM-based instructional intervention or a traditional science curriculum. The intervention featured hands-on, inquiry-driven, and locally meaningful tasks that directly reflect students’ real environmental and cultural experiences in Oman. These included constructing weather-resistant animal shelters, designing floating paper boats, creating chocolate molds suited for warm climates, and developing low-cost oil-spill cleanup solutions using readily available local materials. These contextually grounded challenges, highlighted as a central strength of the study, demonstrate how the EDP can authentically align global STEM competencies with regional realities. The findings revealed preliminary evidence of improvements in the problem-solving dimensions of problem identification, planning, and production, as well as in motivational factors such as responsibility and engagement. However, no significant gains were observed in self-efficacy or peer collaboration, indicating areas for future instructional enhancement. This study underscores the value of culturally responsive, practice-based STEM pedagogy and provides initial insights into the use of contextualized, performance-based assessments to explore students’ cognitive and motivational development in primary STEM education.

This chapter examines the integration of science and social sciences within Omani teacher preparation programs, emphasizing an interdisciplinary approach to address local and global educational challenges and help Omani teachers prepare to foster critical thinking, creativity, and a sense of responsibility in their students. These programs aim to cultivate culturally sensitive and globally competent educators equipped to respond to critical 21st-century issues such as technological integration, environmental sustainability, and educational equity. The integration of science and social sciences can help address “wicked problems”—complex, multifaceted challenges requiring innovative collaboration—by advancing social justice, inclusivity, and community empowerment. Interdisciplinary learning ensures educators can navigate local and global contexts, making meaningful contributions within and beyond the classroom. Continuous innovation and adaptability are central to these programs, enabling teachers to meet the evolving needs of students and society. Ultimately, the Omani model provides valuable insights into a context-specific education system that balances cultural preservation with international demands, offering a pathway for effective 21st-century education.