Science education varies across cultures, influenced by factors like educational philosophy, societal values, economic conditions, and historical contexts. Cross-cultural comparisons of science education offer valuable insights into how different countries approach the teaching of scientific concepts and skills, as well as the outcomes they achieve. These comparisons reveal the diverse ways in which science is integrated into curricula, the teaching methods used, and the resources available to both educators and students. By examining the strengths and challenges of various educational systems, we can better understand how cultural contexts shape students' engagement with science, their ability to critically think, and the overall impact on scientific literacy. Such comparisons provide opportunities for mutual learning and the potential to improve science education globally by adopting the best practices from different cultural settings.

Cross-Cultural Comparisons of Science Education examines the problems involved in cross-cultural comparisons in science education by drawing on past studies investigating cultural differences. It explores teaching practices and student learning outcomes, considering different concepts of quality teaching and the impact of cultural characteristics on science education. This book covers topics such as mathematics, sociology, and teacher training, and is a useful resource for sociologists, educators, academicians, researchers, and scientists.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Culture and Population Studies
Curriculum Development
Indigenous Populations
Mathematics
Multicultural Education
Science Education
Sociology
Standardized Tests
Sustainability
Teacher Training
Women in STEM

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Editor/Author Biographies

Mohamed A. Shahat is a Full Professor of Science Education at Aswan University in Egypt and an Associate Professor at Sultan Qaboos University in Oman. He holds a PhD from the University of Duisburg-Essen in Germany and has established himself as a leading scholar in curriculum and instruction, particularly within the domains of STEM education, AI-enhanced learning, and entrepreneurial thinking. As Principal Investigator of multiple nationally and internationally funded research projects, Dr. Shahat's work addresses pressing educational challenges such as the integration of artificial intelligence in science teaching, the development of entrepreneurial competencies among students and teachers, and the promotion of social-emotional learning in culturally diverse classrooms. His research also explores the intersections of language, culture, and society in shaping science education practices, with a special focus on the Arab world. Dr. Shahat has received numerous awards in recognition of his excellence in teaching, research innovation, and editorial service. He is widely published in Scopus-indexed journals and actively contributes to capacity building across academic and professional communities. He frequently conducts training workshops and seminars designed to advance evidence-based instructional practices, promote equity in learning environments, and empower educators through interdisciplinary, transformative approaches.

Sulaiman Al-Balushi , is a distinguished professor of science education at Sultan Qaboos University in Oman, renowned for his extensive contributions to the field of education. With a Ph.D. from the University of Iowa in the USA, his academic credentials are solid, underpinned by a rich research and practical education background. During the period of 2020-2021, Al-Balushi further expanded his academic perspective and network as a visiting scholar at the University of Exeter, an experience that undoubtedly enriched his approach to science education. Al-Balushi's involvement in academic publishing is prolific. He serves on various advisory and editorial boards for scholarly journals, a testament to his expertise and respect in the academic community. His bibliography includes numerous research papers, textbooks, training materials, and book chapters, reflecting his dedication to disseminating knowledge and enhancing educational practices. One of his notable achievements is serving as the editor of a significant publication in 2023, titled “Reforming Science Teacher Education Programs in the STEM Era,” published by Palgrave Macmillan. This work highlights his commitment to advancing science education, particularly in the context of STEM (Science, Technology, Engineering, and Mathematics), and showcases his vision for the future of teaching and learning in these critical fields. Through his extensive research, editorial contributions, and active participation in academic discourse, Al-Balushi continues to shape the landscape of science education both locally in Oman and internationally.

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