Socio-Scientific Issues that are Important for Science Curriculum in Saudi Arabia from the Viewpoints Experts of Science Education

Abstract

This study aimed to identify socio -scientific issues that are important for Science Curriculum in Saudi Arabia from the viewpoints of experts in universities and the Ministry of Education, and examine whether there are statistically significant differences in rating the importance of socio-scientific issues between the group of academics and the group of practitioners, and determine the factors on which experts based their rating the importance of socio-scientific issue. To achieve these goals, the Delphi technique was used. And the questionnaire was used as a instrument for data collection, from a sample of scientific education specialists in universities and the Ministry of Education, whose number was (28) experts in the first round, and (26) of them in the second round, who were selected based on criteria set by the study. The study reached to four domains of socio-scientific issues, including: environmental issues, resource and energy issues, health issues, and biotechnology issues, which include (43) issues, and each of them achieved consensus and should be included in the science curricula. In addition, there are no statistically significant differences in rating the issues between the group of academics and practitioners. Furthermore, the findings showed a number of factors on which experts relied in rating the issues, including: societal dimensions, Learning of content, and students. The study presented a number of recommendations and suggestions.