Publications by category
Books
Mansour N, Al-Shamrani S (eds)(2015).
Science Education in the Arab Gulf States: Visions, Sociocultural Contexts and Challenges. Boston (USA), SensePublishers.
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Science Education in the Arab Gulf States: Visions, Sociocultural Contexts and Challenges
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Mansour N, Wegerif R (2013).
Science Education for Diversity: Theory and Practice., Springer.
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Science Education for Diversity: Theory and Practice
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Mansour N (2008). Models of Understanding Science Teachers' Beliefs and Practices., Vdm Verlag Dr Mueller E K.
Journal articles
Mansour N (In Press). Modelling of the Sociocultural Contexts of Science Education. International Journal of Science Education
Mansour, N. (In Press). Religious beliefs: a hidden variable in the performance of science teachers in the classroom. European Educational Research Journal
Mansour, N. (In Press). Science textbooks and students’ scientific literacy at preparatory schools in Egypt. Scottish Educational Review
Mansour, N. (In Press). Science-Technology- Society (STS): a new paradigm in Science Education. Bulletin of Science Technology and Society
Mansour N (2020). The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom.
International Journal of Science Education,
42(2), 190-217.
Abstract:
The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom
This study explored the interplay between science teachers’ pedagogical beliefs, scientific evidence, and diversity. This study adopts a sociocultural view of science that views science as a cultural way of knowing, and acknowledges that it is laden with cultural understandings, interpretations, and a language of its own. This paper reports findings derived from qualitative data including interviews and journal field notes observations. The interview sample comprised seven primary school science teachers and nine secondary science teachers. The findings indicated that there was a reliance on dialogic teaching strategies to teach for the school science agenda, but not for the diversity agenda. The findings show that teachers used evidence pedagogy through using their dialogic pedagogy which act as mechanisms to avoid confronting and dealing with diversity, or with the diverse students’ concerns. Teachers use these dialogic pedagogies as a ‘teacher-led dialogues’ tool. Conclusions from the study argue that science teachers need a clear sense of their own views of science in their cultural context in order to be able to understand those of their students and to engage with these views and enhance the use of the dialogic pedagogy by integrating these cultural beliefs into the science discourse.
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Yuliastini IB, Rahayu S, Fajaroh F, Mansour N (2018). Effectiveness of pogil with ssi context on vocational high school students’ chemistry learning motivation.
Jurnal Pendidikan IPA Indonesia,
7(1), 85-95.
Abstract:
Effectiveness of pogil with ssi context on vocational high school students’ chemistry learning motivation
© 2018 Science Education Study Program FMIPA UNNES Semarang. This study aimed to examine the difference of Vocational High School students’ learning motivation after they were taught the topic of the electrolyte solution and redox reaction using POGIL model with SSI context, POGIL, and conventional learning. The research design used was quasi-experiment with the model of pre-test and posttest control group design. The research subjects were three classes with the similar initial ability. The data were obtained using SMTSL motivation questionnaire (r = 0.824) and analyzed using ANCOVA. The research results showed a significant difference in learning motivation between students taught using POGIL with SSI context, POGIL, and conventional learning. The students who were taught using POGIL with SSI context had the highest learning motivation compared to those taught using POGIL and conventional learning.
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Kahveci A, Kahveci M, Mansour N, Alarfaj MM (2018). Exploring Science Teachers’ Affective States: Pedagogical Discontentment, Self-efficacy, Intentions to Reform, and Their Relationships.
Research in Science Education,
48(6), 1359-1386.
Abstract:
Exploring Science Teachers’ Affective States: Pedagogical Discontentment, Self-efficacy, Intentions to Reform, and Their Relationships
© 2017, Springer Science+Business Media Dordrecht. Teachers play a key role in moving reform-based science education practices into the classroom. Based on research that emphasizes the importance of teachers' affective states, this study aimed to explore the constructs pedagogical discontentment, science teaching self-efficacy, intentions to reform, and their correlations. Also, it aimed to provide empirical evidence in light of a previously proposed theoretical model while focusing on an entirely new context in Middle East. Data were collected in Saudi Arabia with a total of randomly selected 994 science teachers, 656 of whom were females and 338 were males. To collect the data, the Arabic versions of the Science Teachers' Pedagogical Discontentment scale, the Science Teaching Efficacy Beliefs Instrument and the Intentions to Reform Science Teaching scale were developed. For assuring the validity of the instruments in a non-Western context, rigorous cross-cultural validations procedures were followed. Factor analyses were conducted for construct validation and descriptive statistical analyses were performed including frequency distributions and normality checks. Univariate analyses of variance were run to explore statistically significant differences between groups of teachers. Cross-tabulation and correlation analyses were conducted to explore relationships. The findings suggest effect of teacher characteristics such as age and professional development program attendance on the affective states. The results demonstrate that teachers who attended a relatively higher number of programs had lower level of intentions to reform raising issues regarding the conduct and outcomes of professional development. Some of the findings concerning interrelationships among the three constructs challenge and serve to expand the previously proposed theoretical model.
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EL-Deghaidy H, Mansour N, Alzaghibi M, Alhammad K (2017). Context of STEM Integration in Schools: Views from In-service Science Teachers.
EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION,
13(6), 2459-2484.
Author URL.
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Wegerif R, Doney J, Richards A, Mansour N, Larkin S, Jamison I (2017). Exploring the ontological dimension of dialogic education through an evaluation of the impact of Internet mediated dialogue across cultural difference.
Society Culture and Social Interaction Full text.
Khishfe R, Alshaya FS, BouJaoude S, Mansour N, Alrudiyan KI (2017). Students’ understandings of nature of science and their arguments in the context of four socio-scientific issues.
International Journal of Science Education,
39(3), 299-334.
Abstract:
Students’ understandings of nature of science and their arguments in the context of four socio-scientific issues
© 2017 Informa UK Limited, trading as Taylor. &. Francis Group. The purpose of this study was to examine students understandings about nature of science (NOS) and their arguments in context of controversial socio-scientific issue (SSI). A total of 74 11th graders in six schools in Saudi Arabia participated in the study. The instrument used was a questionnaire consisting of four scenarios addressing SSI about global warming, genetically modified food, acid rain, and human cloning. The scenarios were followed by questions relating to argumentation and NOS. Quantitative and qualitative measures were employed to analyze the data related to participants understandings of three NOS aspects (subjective, tentative, and empirical) and their arguments components (argument, counterargument, and rebuttal). Results showed no significant correlations between argument components and the NOS aspects. On the other hand, qualitative data showed that participants who generated well-developed arguments across the four SSI also exhibited more informed understandings of the NOS aspects, especially for female participants. Further, the chi-square analyses did not show significant differences in participants arguments and NOS understandings across the four scenarios. Again, the qualitative data from questionnaires showed differences in participants responses to the different scenarios. The results were interpreted along contextual factors, emotional factors, and cultural factors. Implications for the teaching of NOS and arguments were discussed.
Abstract.
Aldahmash AH, Mansour NS, Alshamrani SM, Almohi S (2016). An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry.
Research in Science Education,
46(6), 879-900.
Abstract:
An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry
© 2016, Springer Science+Business Media Dordrecht. This study examines Saudi Arabian middle school science textbooks’ coverage of the essential features of scientific inquiry. All activities in the middle school science textbooks and workbooks were analyzed by using the scientific inquiry ‘essential features’ rubric. The results indicated that the essential features are included in about 59 % of the analyzed science activities. However, feature 2, ‘making learner give priority to evidence in responding to questions’ and feature 3, ‘allowing learner to formulate explanations from evidence’ appeared more frequently than the other three features (feature 1: engaging learner in scientifically oriented questions, feature 4: helping learner connect explanations to scientific knowledge, and feature 5: helping learner communicate and justify explanations to others), whether in the activities as a whole, or in the activities included in each of the four science domains (physical science, Earth science, life science and chemistry). These features are represented in almost all activities. This means that almost all activities in the middle school science textbooks and the workbooks include features 2 and 3. Meanwhile, the mean level of inclusion of the five essential features of scientific inquiry found in the middle school science textbooks and workbooks as a whole is 2.55. However, results found for features 1, 4, 5 and for in-level inclusion of the inquiry features in each of the science domains indicate that the inclusion of the essential inquiry features is teacher-centred. As a result, neither science textbooks nor workbooks provide students with the opportunity or encouragement to develop their inquiry skills. Consequently, the results suggest important directions for educational administrators and policy-makers in the preparation and use of science educational content.
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Hayes AL, Mansour N (2016). Confidence in the Knowledge Base of English Language Learners Studying Science: Using Agency to Compensate for the Lack of Adequate Linguistic Identity.
RESEARCH IN SCIENCE EDUCATION,
47(2), 353-371.
Abstract:
Confidence in the Knowledge Base of English Language Learners Studying Science: Using Agency to Compensate for the Lack of Adequate Linguistic Identity
Changes in the cultural and linguistic environments of learners are often associated with identity shifts. The aim of this study was to explore what identity shifts occur when science students from Bahraini national schools transition to an international university. The role of two aspects of learner identity—that is, English proficiency and science background knowledge, was examined in this study. Focus groups and semi-structured interviews were conducted with students and with university lecturers. The analysis suggested three conceptual themes of (1) reliance on science knowledge, (2) the auxiliary role of professional language and (3) adequacy of student learning strategies, demonstrating what subjective meanings the participants ascribe to the interplay between science knowledge and linguistic ability. The findings suggest that despite the lack of adequate linguistic attributes, the students are still able to successfully learn science in the context of language change. It is also implied that through strategically utilising their academic background in science, students preserve their identity as successful learners from school through to university. We conclude that agency plays a separate role in transition and is not a sole function of identity. We also contest the idea of language as a necessary attribute of one’s identity as it was perceived by our participants to be an advantage and an auxiliary tool rather than a requirement.
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Kahveci M, Kahveci A, Mansour N, Alarfaj MM (2016). Construct Validity and Reliability Measures of Scores from the Science Teachers' Pedagogical Discontentment (STPD) Scale.
EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION,
12(3), 549-558.
Author URL.
El-Deghaidy H, Mansour N, Aldahmash A, Alshamrani S (2015). A framework for designing effective professional development: Science teachers'perspectives in a context of reform.
Eurasia Journal of Mathematics, Science and Technology Education,
11(6), 1579-1601.
Abstract:
A framework for designing effective professional development: Science teachers'perspectives in a context of reform
© 2015 by iSER. This paper explores science teachers' experiences, views, and preferences of what constitutes effective teacher professional development. The research method utilised both quantitative and qualitative analyses. The former was used with responses from closed-ended questions while responses to an open-ended question were analysed qualitatively. The questionnaire was administrated to science teachers in Saudi Arabia of both genders with a variety of teaching experiences, science specialisms and to those teaching in primary, middle and secondary stage schools. The findings indicate that teachers have concerns about continuing professional development (CPD) programmes offered to them. Teachers' description of CPD showed that they were passive recipients of a pre-packed programme paving the way to how they form their professional identity. Teachers reflected on the aspects that can lead to effective CPD. Drawing on the findings, this paper presents a framework for effective CPD for science teachers where teachers are collaborative, proactive as leaders of reform and with positive professional identities in a context of reform.
Abstract.
Qublan A, Mansour N, Alshamrani S, Sabah S, Aldahmash A (2015). Ensuring Effective Impact of Continuing Professional Development: Saudi Science Teachers’ Perspectives. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), 619-631.
van Griethuijsen RALF, van Eijck MW, Haste H, den Brok PJ, Skinner NC, Mansour N, Gencer AS, BouJaoude S (2015). Global patterns in students’ views of science and interest in science.
Research in Science Education,
45(4), 581-603.
Abstract:
Global patterns in students’ views of science and interest in science
© Springer Science+Business Media Dordrecht 2014. International studies have shown that interest in science and technology among primary and secondary school students in Western European countries is low and seems to be decreasing. In many countries outside Europe, and especially in developing countries, interest in science and technology remains strong. As part of the large-scale European Union funded ‘Science Education for Diversity’ project, a questionnaire probing potential reasons for this difference was completed by students in the UK, Netherlands, Turkey, Lebanon, India and Malaysia. This questionnaire sought information about favourite courses, extracurricular activities and views on the nature of science. Over 9,000 students aged mainly between 10 and 14 years completed the questionnaire. Results revealed that students in countries outside Western Europe showed a greater interest in school science, in careers related to science and in extracurricular activities related to science than didWestern European students. Non-European studentswere also more likely to hold an empiricist viewof the nature of science and to believe that science can solve many problems faced by the world. Multilevel analysis revealed a strong correlation between interest in science and having such a view of the Nature of Science.
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Mansour N, Wegerif R, Skinner N, Postlethwaite K, Hetherington L (2015). Investigating and promoting trainee science teachers’ conceptual change of the nature of science with digital dialogue games “InterLoc”.
Research in Science Education Full text.
EL-Deghaidy H, Mansour N, Alshamrani S (2015). SCIENCE TEACHERS’ TYPOLOGY OF CPD ACTIVITIES: a SOCIO-CONSTRUCTIVIST PERSPECTIVE.
International Journal of Science and Mathematics Education,
13(6), 1539-1566.
Abstract:
SCIENCE TEACHERS’ TYPOLOGY OF CPD ACTIVITIES: a SOCIO-CONSTRUCTIVIST PERSPECTIVE
© 2014, Ministry of Science and Technology, Taiwan. This study presents a typology of continuing professional development (CPD) activities and provides a discussion related to each. The typology includes 2 main themes, which investigate the various types of activities and the content presented in CPD programmes. The study used qualitative methods (open-ended questionnaires in addition to semi-structured interviews) with Saudi Arabian science teachers. The main theoretical framework for this study centres on the socio-constructivist theory of learning. Discussion of the findings leads to a depiction of what science teachers ‘need’ to learn and ‘how’ they want to learn. The aim of this study is to provide a framework for socio-constructivist science teacher professional development based on an attempt to understand how teachers learn effectively in CPD programmes and what science teachers need to learn.
Abstract.
Mansour N (2015). Science teachers’ views and stereotypes of religion, scientists and scientific research: a call for scientist-science teacher partnerships to promote inquiry-based learning.
International Journal of Science Education,
37(11), 1767-1794.
Abstract:
Science teachers’ views and stereotypes of religion, scientists and scientific research: a call for scientist-science teacher partnerships to promote inquiry-based learning
Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students’ learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students’ inquiry practices and encourage them to think and act as scientists, a better understanding of factors that influence their attitudes towards scientific research and scientists’ practices is very much needed. Within this context there is a need to re-examine the science teachers’ views of scientists and the cultural factors that might have an impact on teachers’ views and pedagogical practices. A diverse group of Egyptian science teachers took part in a quantitative–qualitative study using a questionnaire and in-depth interviews to explore their views of scientists and scientific research, and to understand how they negotiated their views of scientists and scientific research in the classroom, and how these views informed their practices of using inquiry in the classroom. The findings highlighted how the teachers’ cultural beliefs and views of scientists and scientific research had constructed idiosyncratic pedagogical views and practices. The study suggested implications for further research and argued for teacher professional development based on partnerships with scientists.
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Hayes A, Mansour N, Fisher R (2015). Understanding intercultural transitions of medical students. International Journal of Medical Education, 6, 28-39.
Sabah SA, Fayez M, Alshamrani SM, Mansour N (2014). CONTINUING PROFESSIONAL DEVELOPMENT (CPD) PROVISION FOR SCIENCE AND MATHEMATICS TEACHERS IN SAUDI ARABIA: PERCEPTIONS AND EXPERIENCES OF CPD PROVIDERS.
JOURNAL OF BALTIC SCIENCE EDUCATION,
13(1), 91-104.
Author URL.
Van Griethuijsen RALF, Van Eijck MW, Haste H, Den Brok PJ, Skinner NC, Mansour N, Savran Gencer A, BouJaoude S (2014). Global Patterns in Students’ Views of Science and Interest in Science. Research in Science Education
Mansour N, Albalawi A, Macleod F (2014). Mathematics teachers' views on CPD provision and the impact on their professional practice. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), 101-114.
Mansour N, EL-Deghaidy H, Ashamrani S, Aldahmash A (2014). Rethinking the theory and practice of continuing professional development:. Science teachers’ perspectives. Research in Science Education, 44, 949-973.
EL-Deghaidy H, Mansour N, Alshamrani S (2014). SCIENCE TEACHERS' TYPOLOGY OF CPD ACTIVITIES: a SOCIO-CONSTRUCTIVIST PERSPECTIVE. International Journal of Science and Mathematics Education
Mansour N (2013). Consistencies and Inconsistencies Between Science Teachers' Beliefs and Practices.
International Journal of Science Education,
35(7), 1230-1275.
Abstract:
Consistencies and Inconsistencies Between Science Teachers' Beliefs and Practices
To gain a better understanding of teachers' beliefs about teaching, as compared with their in-reality classroom practices, case studies were constructed with four science teachers in different schools in Egypt. The main aims of this article were to provide an answer to the research question, 'To what extent do science teachers' beliefs correspond to their practices?' and to explore the contextual factors that can explain the difference, the consistency or inconsistency, between teachers' beliefs and practices. The study collected data for each teacher using semi-structured interviews, notes taken while observing classes, and teachers' notes, journals, and lesson plans concerned with STS lessons. The data were analysed using the constant comparative method around common themes, which were identified as distinctive features of teachers' beliefs; these same themes were then compared with their practices. Results showed that a few of the in-service science teachers' pedagogical beliefs aligned with constructivist philosophy. Some of the teachers' beliefs were consistent with their practices, especially the traditional beliefs, while some of teachers' practices were conflicted with their beliefs in different contexts. © 2013 Copyright Taylor and Francis Group, LLC.
Abstract.
Mansour N (2013). Consistencies and inconsistencies between science teachers’ beliefs and practices.
International Journal of Science Education,
35(7), 1230-1275.
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Mansour N (2013). Modelling the Sociocultural Contexts of Science Education: the Teachers’ Perspective.
Research in Science Education,
43(1), 347-369.
Abstract:
Modelling the Sociocultural Contexts of Science Education: the Teachers’ Perspective
A growing body of research argues that teachers’ beliefs and practices should be studied within the sociocultural contexts of their work because the relationship between their beliefs and practices is both complex and context-dependent. There is a need for further research in this area in understudied contexts such as developing countries, in order to promote effective education in schools and the professional development of teachers. This paper argues that if this ‘black box’ of sociocultural contexts in which. science teachers are embedded is better understood, it may be possible to identify specific aspects of these contexts related to educational organizations that act as either supports or barriers to pedagogical reform or to implementing innovations in science education. Consequently, the main purpose of this study is to explore the sociocultural contexts of ten Egyptian science teachers and to what extent these sociocultural contexts help in understanding teachers’ pedagogical beliefs and practices. This paper, by utilizing a multi-grounded theory approach and qualitative methods, reveals a variety of sociocultural contexts that are related to teachers’ pedagogical beliefs and practices.
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Mansour N, Alshamrani S, Aldahmash A, Alqudah B (2013). Saudi Arabian Science Teachers and Supervisors’ Views of Professional Development Needs. Eurasian Journal of Educational Research(51), 29-44.
Mansour N (2011). Science Teachers’ Views of
Science and Religion vs. the Islamic Perspective: Conflicting or Compatible?.
Science Education(95), 281-309.
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Wegerif RB, McLaren BM, Chamrada M, Scheuer O, Mansour N, Mikšátko J, Williams M (2010). Exploring Creative Thinking in Graphically Mediated synchronous Dialogues.
Computers and Education,
54(3), 613-621.
Abstract:
Exploring Creative Thinking in Graphically Mediated synchronous Dialogues
This paper reports on an aspect of the EC funded Argunaut project which researched and developed awareness tools for moderators of online dialogues. In this study we report on an investigation into the nature of creative thinking in online dialogues and whether or not this creative thinking can be coded for and recognized automatically such that moderators can be alerted when creative thinking is occurring or when it has not occurred after a period of time. We outline a dialogic theory of creativity, as the emergence of new perspectives from the interplay of voices, and the testing of this theory using a range of methods including a coding scheme which combined coding for creative thinking with more established codes for critical thinking, artificial intelligence pattern-matching techniques to see if our codes could be read automatically from maps and ‘key event recall’ interviews to explore the experience of participants. Our findings are that: (1) the emergence of new perspectives in a graphical dialogue map can be recognized by our coding scheme supported by a machine pattern-matching algorithm in a way that can be used to provide awareness indicators for moderators; (2) that the trigger events leading to the emergence of new perspectives in the online dialogues studied were most commonly disagreements and (3) the spatial representation of messages in a graphically mediated synchronous dialogue environment such as Digalo may offer more affordance for creativity than the much more common scrolling text chat environments. All these findings support the usefulness of our new account of creativity in online dialogues based on dialogic theory and demonstrate that this account can be operationalised through machine coding in a way that can be turned into alerts for moderators.
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Wegerif R, McLaren B, Chamrada M, Scheuer O, Mansour N, Mikšátko J, Williams M (2010). Exploring creative thinking in graphically mediated synchronous dialogues. Computers & Education(54), 613-621.
Mansour N (2010). Exploring science teachers’ beliefs, intentions and practices about teaching and learning Science-Technology-Society (STS) issues. Eurasian Journal of Physics and Chemistry Education, 2(2), 123-157.
Mansour N (2010). Science teachers’ interpretations of Islamic culture related to science education Vs. the Islamic epistemology and ontology of science.
Cultural studies of Science Education,
5(1), 127-140.
Abstract:
Science teachers’ interpretations of Islamic culture related to science education Vs. the Islamic epistemology and ontology of science
The debate about Islam and science extends to a debate about the relationship
between Islam and science education. In this paper, I explore Egyptian teachers’ views of the
relationship between science and religion within the Islamic context. Teachers’ key vision of
the relationship between science and religion was that ‘‘religion comes first and science
comes next. I will argue that teachers’ personal religious beliefs are among the major constructs
that drive teachers’ ways of thinking and interpretation of scientific issues related with
religion. Then, I discuss how teachers’ personal religious beliefs have been formed and
influenced their pedagogical beliefs related to science and religion issues. Finally, I will
argue, how we use the personal religious beliefs model as a framework of teaching/learning
scientific issues related with religion within sociocultural (Islamic) context
Abstract.
Mansour N (2010). The impact of the knowledge and beliefs of Egyptian science teachers in integrating an STS based curriculum.
Journal of Science Teacher Education,
21(5), 513-534.
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Mansour N (2010). The representation of scientific literacy in Egyptian science textbooks.
Journal of Science Education,
11(2), 91-95.
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The representation of scientific literacy in Egyptian science textbooks
Scientific literacy is examined in the literature from very different viewpoints and content. There is a certain amount of agreement on the need to link scientific literacy to education, since it is considered an essential tool for development in the 'knowledge society', in which science and technology are particularly important. The purpose of this study was to investigate the balance of scientific literacy themes in the Egyptian preparatory science curriculum. The three science textbooks for the preparatory stage (age 12-15) were analysed and categorized using Chiapetta's method for analysing scientific literacy. Results showed that while the preparatory science curriculum emphasized the knowledge of science and the investigative nature of science, it neglected the other aspects of scientific literacy. These included science as a way of thinking, and the interaction of science, technology and society.
Abstract.
Mansour N (2010). The representation of scientific literacy in Egyptian science textbooks. Journal of Science Education, 11(2), 91-95.
Mansour N (2010). التعلم في مرحلة الطفولة المبكرة في مجتمع المعرفة (Early childhood learning in the knowledge society). Journal of Arab Children, 11(43), 8-28.
Mansour N (2009). Science teachers’ beliefs and practices: issues, implications and research agenda. International Journal of Environmental and Science Education, 4(1), 25-48.
Mansour N (2009). Science-Technology- Society (STS): a new paradigm in Science Education.
Bulletin of science, technology and society,
5(1), 482-497.
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Mansour N (2008). Religious beliefs: a hidden variable in the performance of science teachers in the classroom.
European Educational Research Journal,
7(4), 557-576.
Abstract:
Religious beliefs: a hidden variable in the performance of science teachers in the classroom
This article focuses on some of the challenges of teaching science in a culture where
science and religion sometimes appear to be or are set at odds with each other. Apparent conflicts
between scholarly claims and religious claims are not limited to science, however – they occur in
almost every subject. Many topics included in science education are acknowledged as controversial
issues, for example, evolution, cloning, abortion and genetic engineering. These issues pose problems
for science teachers, especially in a religiously based culture, because of the nature of the conflict
between the implications of a scientific study of some of these issues and religion. Some other issues
may not formally conflict with religion but teachers’ views, or the way they interpret the religious view
regarding these controversial issues, can create a false contradiction, which might influence their
performance and, in turn, influence their students’ learning. Therefore, there is a need to understand
teachers’ personal religious beliefs and practices around some of these, and the way their beliefs
influence their performance in the classroom. This article describes a study conducted to address these
needs. The study looks at the role and influence of religion on the science teacher’s performance. The
findings highlighted the powerful influence of teachers’ religious beliefs in dealing with or gaining new
knowledge (the epistemology and the ontology of science). Also, the findings found that teachers’
religious beliefs are among the major constructs that drive teachers’ ways of thinking and classroom
practices about scientific issues related to religion.
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Monsour, N. (2008). The experiences and Personal Religious Beliefs of Egyptian science teachers as a framework for understanding the shaping and reshaping of their beliefs and practices about Science-Technology-Society (STS). International Journal of Science Education
Mansour N (2008). The experiences and personal religious beliefs of egyptian science teachers as a framework for understanding the shaping and reshaping of their beliefs and practices about Science-Technology-Society (STS).
International Journal of Science Education,
30(12), 1605-1634.
Abstract:
The experiences and personal religious beliefs of egyptian science teachers as a framework for understanding the shaping and reshaping of their beliefs and practices about Science-Technology-Society (STS)
This research investigates the role of experience in relation to teachers' beliefs and practices. The study adopted a social-cultural constructivist perspective using an interpretive approach. The research was guided by teachers' interpretations of their experiences related to teaching science through Science-Technology-Society (STS) issues. These interpretations are re-interpreted to find meaningful conceptual categories (grounded in the data) from which to build a model to understand the influence of experiences within socio-Islamic culture on teachers' beliefs and practices. Data was collected from ten teachers using interviews and observations. The findings of this study suggest that it was mainly teachers' personal religious beliefs and experiences that shaped their beliefs and practices. The research also led to a model, constructed on the basis of the data analysis, which suggests an explanation of how teachers' personal religious beliefs and experiences influence their beliefs and practices.
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Monsour, N. (2007). Challenges to STS Education. Bulletin of Science Technology and Society
Mansour N (2007). Challenges to STS: Implications for science teacher education. Bulletin of science, technology and society.
Bulletin of science, technology and society,
27(6), 482-497.
Abstract:
Challenges to STS: Implications for science teacher education. Bulletin of science, technology and society
As future citizens, students must make decisions requiring an understanding of the interaction of science and technology and its interface with society. STS education has been strongly identified with meeting this goal, but putting theory into practice has so far been difficult. This article asks, "What are the challenges influencing science teachers to implement STS education in the science classroom?" the author investigated using a mixed method research technique incorporating multiple sources of qualitative and quantitative data (questionnaire, interviews, field notes, and classroom observations). Constraints a fecting teachers' practices in teaching science through STS education were identified and can be categorized into impersonal, interpersonal, and personal constraints. Findings indicated interactions within and between external and internal constraints. Suggestions are made for implementing change in various aspects of science teacher education.
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Chapters
Hayes A, Mansour N, Fisher R (2015). Adopting Western Models of Learning to Teaching Science as a Means of Offering a Better Start at University?. In Mansour N, Alshamrani S (Eds.) Science Education in the Arab Gulf States:. Visions, Sociocultural Contexts and Challenges, USA: SensePublishers.
Hayes A, Mansour N, Fisher R (2015). Adopting western models of learning to teaching science as a means of offering a better start at university?: the impact of socio-cultural factors: a case of Bahrain. In (Ed)
Science Education in the Arab Gulf States: Visions, Sociocultural Contexts and Challenges, 169-188.
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Adopting western models of learning to teaching science as a means of offering a better start at university?: the impact of socio-cultural factors: a case of Bahrain
Abstract.
Gholam GK, Mansour N (2015). Highlights of STEM education in Egypt. In (Ed) International Science and Technology Education: Exploring Culture, Economy and Social Perceptions, 94-111.
Adel El Sayary A, Forawi S, Mansour N (2015). STEM Education and Problem-Based Learning. In Wegerif R, Li LI, Kaufman JC (Eds.) The Routledge International Handbook of Research on Teaching Thinking, Routledge.
Gholam G, Mansour N (2015). Status of STEM education in Egypt. In Renn O, Karafyllis N, Hohlt A, Taube D (Eds.) International Science and Technology: Exploring Culture, Economy and Social Perceptions, Routledge:.
Alshammari A, Mansour NS, skinner N (2015). The Socio-Cultural Contexts of Science Curriculum Reform in the State of Kuwait. In Mansour N, Alshamrani S (Eds.) Science Education in the Arab Gulf States:. Visions, Sociocultural Contexts and Challenges, USA: sensePublishers.
Chen J, Morris D, Mansour N, Mansour NS (2014). Science Teachers’ Beliefs: Perceptions of Efficacy and the Nature of Scientific Knowledge and Knowing. In Fives H, Gill M (Eds.) Handbook of Research on Teachers’ Beliefs, New York: Routledge.
Wegerif R, Postlethwaite KP, Skinner N, Mansour N, Morgan A, Hetherington LEJ (2013). Dialogic Science Education for Diversity. In Mansour N, Wegerif R (Eds.) Science Education for Diversity: Theory and Practice, Springer.
Mansour, N. (2013). Science teachers' cultural beliefs and diversities: a sociocultural perspective to science education. In Mansour N, Wegerif R (Eds.) Science Education for diversity: Theory and practice, USA: Springer.
Mansour N, Wegerif R (2013). Why science education for diversity?. In (Ed) Science Education for diversity: Theory and practice, USA: Springer.
Wegerif RB, Mansour, N. (2010). A dialogic approach to technology-enhanced education for the global knowledge society. In Khine MS, Saleh IM (Eds.) A dialogic approach to technology-enhanced education for the global knowledge society, New York: Springer.
Wegerif R, Mansour N (2010). A dialogic approach to technology-enhanced education for the global knowledge society. In Khine MS, Saleh IM (Eds.) New Science of Learning: Cognition, Computers and Collaboration in Education, Springer, 325-340.
Wegerif RB, McLaren, B.M. Chamrada, M. Scheuer, O. Mansour, N. Mikšátko, J. (2009). Recognizing Creative Thinking in Graphical e-Discussions using Artificial Intelligence Graph-Matching Techniques. In Malley CO, D DS, Reimann P, Dimitracopoulou A (Eds.) Computer Supported Collaborative Learning Practices, Proceedings of the 9th International Conference on Computer Supported Collaborative Learning (CSCL-09), International Society of the Learning Sciences, Inc. 108-112.
Mansour N (2009). Religion and Science Education: an Egyptian Perspective. In Boujaoude S, Dagher ZR (Eds.)
The World of Science Education, Sense Publishers, 107-132.
Abstract:
Religion and Science Education: an Egyptian Perspective
Abstract.
Conferences
Wegerif R, McLaren BM, Chamrada M, Scheuer O, Mansour N, Miksatko J, Williams M (2010). Exploring creative thinking in graphically mediated synchronous dialogues.
Author URL.
McLaren BM, Wegerif R, Mikšátko J, Scheuer O, Chamrada M, Mansour N (2009). Are your students working creatively together? Automatically recognizing creative turns in student e-discussions.
Abstract:
Are your students working creatively together? Automatically recognizing creative turns in student e-discussions
Abstract.
Mansour N (2008). Socio-cultural context of Egyptian science teachers as a framework for understanding their beliefs and practices. British Educational Research Association (BERA) annual conference. 3rd - 6th Sep 2008.
Reports
Dimitracopoulou COMDSDPRA (2009). Computer Supported Collaborative Learning Practices, Proceedings of the 9th International Conference on Computer Supported Collaborative Learning. 4 pages.
Publications by year
In Press
Mansour N (In Press). Modelling of the Sociocultural Contexts of Science Education. International Journal of Science Education
Mansour, N. (In Press). Religious beliefs: a hidden variable in the performance of science teachers in the classroom. European Educational Research Journal
Mansour, N. (In Press). Science textbooks and students’ scientific literacy at preparatory schools in Egypt. Scottish Educational Review
Mansour, N. (In Press). Science-Technology- Society (STS): a new paradigm in Science Education. Bulletin of Science Technology and Society
2020
Mansour N (2020). The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom.
International Journal of Science Education,
42(2), 190-217.
Abstract:
The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom
This study explored the interplay between science teachers’ pedagogical beliefs, scientific evidence, and diversity. This study adopts a sociocultural view of science that views science as a cultural way of knowing, and acknowledges that it is laden with cultural understandings, interpretations, and a language of its own. This paper reports findings derived from qualitative data including interviews and journal field notes observations. The interview sample comprised seven primary school science teachers and nine secondary science teachers. The findings indicated that there was a reliance on dialogic teaching strategies to teach for the school science agenda, but not for the diversity agenda. The findings show that teachers used evidence pedagogy through using their dialogic pedagogy which act as mechanisms to avoid confronting and dealing with diversity, or with the diverse students’ concerns. Teachers use these dialogic pedagogies as a ‘teacher-led dialogues’ tool. Conclusions from the study argue that science teachers need a clear sense of their own views of science in their cultural context in order to be able to understand those of their students and to engage with these views and enhance the use of the dialogic pedagogy by integrating these cultural beliefs into the science discourse.
Abstract.
Full text.
2018
Yuliastini IB, Rahayu S, Fajaroh F, Mansour N (2018). Effectiveness of pogil with ssi context on vocational high school students’ chemistry learning motivation.
Jurnal Pendidikan IPA Indonesia,
7(1), 85-95.
Abstract:
Effectiveness of pogil with ssi context on vocational high school students’ chemistry learning motivation
© 2018 Science Education Study Program FMIPA UNNES Semarang. This study aimed to examine the difference of Vocational High School students’ learning motivation after they were taught the topic of the electrolyte solution and redox reaction using POGIL model with SSI context, POGIL, and conventional learning. The research design used was quasi-experiment with the model of pre-test and posttest control group design. The research subjects were three classes with the similar initial ability. The data were obtained using SMTSL motivation questionnaire (r = 0.824) and analyzed using ANCOVA. The research results showed a significant difference in learning motivation between students taught using POGIL with SSI context, POGIL, and conventional learning. The students who were taught using POGIL with SSI context had the highest learning motivation compared to those taught using POGIL and conventional learning.
Abstract.
Kahveci A, Kahveci M, Mansour N, Alarfaj MM (2018). Exploring Science Teachers’ Affective States: Pedagogical Discontentment, Self-efficacy, Intentions to Reform, and Their Relationships.
Research in Science Education,
48(6), 1359-1386.
Abstract:
Exploring Science Teachers’ Affective States: Pedagogical Discontentment, Self-efficacy, Intentions to Reform, and Their Relationships
© 2017, Springer Science+Business Media Dordrecht. Teachers play a key role in moving reform-based science education practices into the classroom. Based on research that emphasizes the importance of teachers' affective states, this study aimed to explore the constructs pedagogical discontentment, science teaching self-efficacy, intentions to reform, and their correlations. Also, it aimed to provide empirical evidence in light of a previously proposed theoretical model while focusing on an entirely new context in Middle East. Data were collected in Saudi Arabia with a total of randomly selected 994 science teachers, 656 of whom were females and 338 were males. To collect the data, the Arabic versions of the Science Teachers' Pedagogical Discontentment scale, the Science Teaching Efficacy Beliefs Instrument and the Intentions to Reform Science Teaching scale were developed. For assuring the validity of the instruments in a non-Western context, rigorous cross-cultural validations procedures were followed. Factor analyses were conducted for construct validation and descriptive statistical analyses were performed including frequency distributions and normality checks. Univariate analyses of variance were run to explore statistically significant differences between groups of teachers. Cross-tabulation and correlation analyses were conducted to explore relationships. The findings suggest effect of teacher characteristics such as age and professional development program attendance on the affective states. The results demonstrate that teachers who attended a relatively higher number of programs had lower level of intentions to reform raising issues regarding the conduct and outcomes of professional development. Some of the findings concerning interrelationships among the three constructs challenge and serve to expand the previously proposed theoretical model.
Abstract.
2017
EL-Deghaidy H, Mansour N, Alzaghibi M, Alhammad K (2017). Context of STEM Integration in Schools: Views from In-service Science Teachers.
EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION,
13(6), 2459-2484.
Author URL.
Full text.
Wegerif R, Doney J, Richards A, Mansour N, Larkin S, Jamison I (2017). Exploring the ontological dimension of dialogic education through an evaluation of the impact of Internet mediated dialogue across cultural difference.
Society Culture and Social Interaction Full text.
Khishfe R, Alshaya FS, BouJaoude S, Mansour N, Alrudiyan KI (2017). Students’ understandings of nature of science and their arguments in the context of four socio-scientific issues.
International Journal of Science Education,
39(3), 299-334.
Abstract:
Students’ understandings of nature of science and their arguments in the context of four socio-scientific issues
© 2017 Informa UK Limited, trading as Taylor. &. Francis Group. The purpose of this study was to examine students understandings about nature of science (NOS) and their arguments in context of controversial socio-scientific issue (SSI). A total of 74 11th graders in six schools in Saudi Arabia participated in the study. The instrument used was a questionnaire consisting of four scenarios addressing SSI about global warming, genetically modified food, acid rain, and human cloning. The scenarios were followed by questions relating to argumentation and NOS. Quantitative and qualitative measures were employed to analyze the data related to participants understandings of three NOS aspects (subjective, tentative, and empirical) and their arguments components (argument, counterargument, and rebuttal). Results showed no significant correlations between argument components and the NOS aspects. On the other hand, qualitative data showed that participants who generated well-developed arguments across the four SSI also exhibited more informed understandings of the NOS aspects, especially for female participants. Further, the chi-square analyses did not show significant differences in participants arguments and NOS understandings across the four scenarios. Again, the qualitative data from questionnaires showed differences in participants responses to the different scenarios. The results were interpreted along contextual factors, emotional factors, and cultural factors. Implications for the teaching of NOS and arguments were discussed.
Abstract.
2016
Aldahmash AH, Mansour NS, Alshamrani SM, Almohi S (2016). An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry.
Research in Science Education,
46(6), 879-900.
Abstract:
An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry
© 2016, Springer Science+Business Media Dordrecht. This study examines Saudi Arabian middle school science textbooks’ coverage of the essential features of scientific inquiry. All activities in the middle school science textbooks and workbooks were analyzed by using the scientific inquiry ‘essential features’ rubric. The results indicated that the essential features are included in about 59 % of the analyzed science activities. However, feature 2, ‘making learner give priority to evidence in responding to questions’ and feature 3, ‘allowing learner to formulate explanations from evidence’ appeared more frequently than the other three features (feature 1: engaging learner in scientifically oriented questions, feature 4: helping learner connect explanations to scientific knowledge, and feature 5: helping learner communicate and justify explanations to others), whether in the activities as a whole, or in the activities included in each of the four science domains (physical science, Earth science, life science and chemistry). These features are represented in almost all activities. This means that almost all activities in the middle school science textbooks and the workbooks include features 2 and 3. Meanwhile, the mean level of inclusion of the five essential features of scientific inquiry found in the middle school science textbooks and workbooks as a whole is 2.55. However, results found for features 1, 4, 5 and for in-level inclusion of the inquiry features in each of the science domains indicate that the inclusion of the essential inquiry features is teacher-centred. As a result, neither science textbooks nor workbooks provide students with the opportunity or encouragement to develop their inquiry skills. Consequently, the results suggest important directions for educational administrators and policy-makers in the preparation and use of science educational content.
Abstract.
Hayes AL, Mansour N (2016). Confidence in the Knowledge Base of English Language Learners Studying Science: Using Agency to Compensate for the Lack of Adequate Linguistic Identity.
RESEARCH IN SCIENCE EDUCATION,
47(2), 353-371.
Abstract:
Confidence in the Knowledge Base of English Language Learners Studying Science: Using Agency to Compensate for the Lack of Adequate Linguistic Identity
Changes in the cultural and linguistic environments of learners are often associated with identity shifts. The aim of this study was to explore what identity shifts occur when science students from Bahraini national schools transition to an international university. The role of two aspects of learner identity—that is, English proficiency and science background knowledge, was examined in this study. Focus groups and semi-structured interviews were conducted with students and with university lecturers. The analysis suggested three conceptual themes of (1) reliance on science knowledge, (2) the auxiliary role of professional language and (3) adequacy of student learning strategies, demonstrating what subjective meanings the participants ascribe to the interplay between science knowledge and linguistic ability. The findings suggest that despite the lack of adequate linguistic attributes, the students are still able to successfully learn science in the context of language change. It is also implied that through strategically utilising their academic background in science, students preserve their identity as successful learners from school through to university. We conclude that agency plays a separate role in transition and is not a sole function of identity. We also contest the idea of language as a necessary attribute of one’s identity as it was perceived by our participants to be an advantage and an auxiliary tool rather than a requirement.
Abstract.
Kahveci M, Kahveci A, Mansour N, Alarfaj MM (2016). Construct Validity and Reliability Measures of Scores from the Science Teachers' Pedagogical Discontentment (STPD) Scale.
EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION,
12(3), 549-558.
Author URL.
2015
El-Deghaidy H, Mansour N, Aldahmash A, Alshamrani S (2015). A framework for designing effective professional development: Science teachers'perspectives in a context of reform.
Eurasia Journal of Mathematics, Science and Technology Education,
11(6), 1579-1601.
Abstract:
A framework for designing effective professional development: Science teachers'perspectives in a context of reform
© 2015 by iSER. This paper explores science teachers' experiences, views, and preferences of what constitutes effective teacher professional development. The research method utilised both quantitative and qualitative analyses. The former was used with responses from closed-ended questions while responses to an open-ended question were analysed qualitatively. The questionnaire was administrated to science teachers in Saudi Arabia of both genders with a variety of teaching experiences, science specialisms and to those teaching in primary, middle and secondary stage schools. The findings indicate that teachers have concerns about continuing professional development (CPD) programmes offered to them. Teachers' description of CPD showed that they were passive recipients of a pre-packed programme paving the way to how they form their professional identity. Teachers reflected on the aspects that can lead to effective CPD. Drawing on the findings, this paper presents a framework for effective CPD for science teachers where teachers are collaborative, proactive as leaders of reform and with positive professional identities in a context of reform.
Abstract.
Hayes A, Mansour N, Fisher R (2015). Adopting Western Models of Learning to Teaching Science as a Means of Offering a Better Start at University?. In Mansour N, Alshamrani S (Eds.) Science Education in the Arab Gulf States:. Visions, Sociocultural Contexts and Challenges, USA: SensePublishers.
Hayes A, Mansour N, Fisher R (2015). Adopting western models of learning to teaching science as a means of offering a better start at university?: the impact of socio-cultural factors: a case of Bahrain. In (Ed)
Science Education in the Arab Gulf States: Visions, Sociocultural Contexts and Challenges, 169-188.
Abstract:
Adopting western models of learning to teaching science as a means of offering a better start at university?: the impact of socio-cultural factors: a case of Bahrain
Abstract.
Qublan A, Mansour N, Alshamrani S, Sabah S, Aldahmash A (2015). Ensuring Effective Impact of Continuing Professional Development: Saudi Science Teachers’ Perspectives. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), 619-631.
van Griethuijsen RALF, van Eijck MW, Haste H, den Brok PJ, Skinner NC, Mansour N, Gencer AS, BouJaoude S (2015). Global patterns in students’ views of science and interest in science.
Research in Science Education,
45(4), 581-603.
Abstract:
Global patterns in students’ views of science and interest in science
© Springer Science+Business Media Dordrecht 2014. International studies have shown that interest in science and technology among primary and secondary school students in Western European countries is low and seems to be decreasing. In many countries outside Europe, and especially in developing countries, interest in science and technology remains strong. As part of the large-scale European Union funded ‘Science Education for Diversity’ project, a questionnaire probing potential reasons for this difference was completed by students in the UK, Netherlands, Turkey, Lebanon, India and Malaysia. This questionnaire sought information about favourite courses, extracurricular activities and views on the nature of science. Over 9,000 students aged mainly between 10 and 14 years completed the questionnaire. Results revealed that students in countries outside Western Europe showed a greater interest in school science, in careers related to science and in extracurricular activities related to science than didWestern European students. Non-European studentswere also more likely to hold an empiricist viewof the nature of science and to believe that science can solve many problems faced by the world. Multilevel analysis revealed a strong correlation between interest in science and having such a view of the Nature of Science.
Abstract.
Full text.
Gholam GK, Mansour N (2015). Highlights of STEM education in Egypt. In (Ed) International Science and Technology Education: Exploring Culture, Economy and Social Perceptions, 94-111.
Mansour N, Wegerif R, Skinner N, Postlethwaite K, Hetherington L (2015). Investigating and promoting trainee science teachers’ conceptual change of the nature of science with digital dialogue games “InterLoc”.
Research in Science Education Full text.
EL-Deghaidy H, Mansour N, Alshamrani S (2015). SCIENCE TEACHERS’ TYPOLOGY OF CPD ACTIVITIES: a SOCIO-CONSTRUCTIVIST PERSPECTIVE.
International Journal of Science and Mathematics Education,
13(6), 1539-1566.
Abstract:
SCIENCE TEACHERS’ TYPOLOGY OF CPD ACTIVITIES: a SOCIO-CONSTRUCTIVIST PERSPECTIVE
© 2014, Ministry of Science and Technology, Taiwan. This study presents a typology of continuing professional development (CPD) activities and provides a discussion related to each. The typology includes 2 main themes, which investigate the various types of activities and the content presented in CPD programmes. The study used qualitative methods (open-ended questionnaires in addition to semi-structured interviews) with Saudi Arabian science teachers. The main theoretical framework for this study centres on the socio-constructivist theory of learning. Discussion of the findings leads to a depiction of what science teachers ‘need’ to learn and ‘how’ they want to learn. The aim of this study is to provide a framework for socio-constructivist science teacher professional development based on an attempt to understand how teachers learn effectively in CPD programmes and what science teachers need to learn.
Abstract.
Adel El Sayary A, Forawi S, Mansour N (2015). STEM Education and Problem-Based Learning. In Wegerif R, Li LI, Kaufman JC (Eds.) The Routledge International Handbook of Research on Teaching Thinking, Routledge.
Mansour N, Al-Shamrani S (eds)(2015).
Science Education in the Arab Gulf States: Visions, Sociocultural Contexts and Challenges. Boston (USA), SensePublishers.
Abstract:
Science Education in the Arab Gulf States: Visions, Sociocultural Contexts and Challenges
Abstract.
Mansour N (2015). Science teachers’ views and stereotypes of religion, scientists and scientific research: a call for scientist-science teacher partnerships to promote inquiry-based learning.
International Journal of Science Education,
37(11), 1767-1794.
Abstract:
Science teachers’ views and stereotypes of religion, scientists and scientific research: a call for scientist-science teacher partnerships to promote inquiry-based learning
Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students’ learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students’ inquiry practices and encourage them to think and act as scientists, a better understanding of factors that influence their attitudes towards scientific research and scientists’ practices is very much needed. Within this context there is a need to re-examine the science teachers’ views of scientists and the cultural factors that might have an impact on teachers’ views and pedagogical practices. A diverse group of Egyptian science teachers took part in a quantitative–qualitative study using a questionnaire and in-depth interviews to explore their views of scientists and scientific research, and to understand how they negotiated their views of scientists and scientific research in the classroom, and how these views informed their practices of using inquiry in the classroom. The findings highlighted how the teachers’ cultural beliefs and views of scientists and scientific research had constructed idiosyncratic pedagogical views and practices. The study suggested implications for further research and argued for teacher professional development based on partnerships with scientists.
Abstract.
Full text.
Gholam G, Mansour N (2015). Status of STEM education in Egypt. In Renn O, Karafyllis N, Hohlt A, Taube D (Eds.) International Science and Technology: Exploring Culture, Economy and Social Perceptions, Routledge:.
Alshammari A, Mansour NS, skinner N (2015). The Socio-Cultural Contexts of Science Curriculum Reform in the State of Kuwait. In Mansour N, Alshamrani S (Eds.) Science Education in the Arab Gulf States:. Visions, Sociocultural Contexts and Challenges, USA: sensePublishers.
Hayes A, Mansour N, Fisher R (2015). Understanding intercultural transitions of medical students. International Journal of Medical Education, 6, 28-39.
2014
Sabah SA, Fayez M, Alshamrani SM, Mansour N (2014). CONTINUING PROFESSIONAL DEVELOPMENT (CPD) PROVISION FOR SCIENCE AND MATHEMATICS TEACHERS IN SAUDI ARABIA: PERCEPTIONS AND EXPERIENCES OF CPD PROVIDERS.
JOURNAL OF BALTIC SCIENCE EDUCATION,
13(1), 91-104.
Author URL.
Van Griethuijsen RALF, Van Eijck MW, Haste H, Den Brok PJ, Skinner NC, Mansour N, Savran Gencer A, BouJaoude S (2014). Global Patterns in Students’ Views of Science and Interest in Science. Research in Science Education
Mansour N, Albalawi A, Macleod F (2014). Mathematics teachers' views on CPD provision and the impact on their professional practice. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), 101-114.
Mansour N, EL-Deghaidy H, Ashamrani S, Aldahmash A (2014). Rethinking the theory and practice of continuing professional development:. Science teachers’ perspectives. Research in Science Education, 44, 949-973.
EL-Deghaidy H, Mansour N, Alshamrani S (2014). SCIENCE TEACHERS' TYPOLOGY OF CPD ACTIVITIES: a SOCIO-CONSTRUCTIVIST PERSPECTIVE. International Journal of Science and Mathematics Education
Chen J, Morris D, Mansour N, Mansour NS (2014). Science Teachers’ Beliefs: Perceptions of Efficacy and the Nature of Scientific Knowledge and Knowing. In Fives H, Gill M (Eds.) Handbook of Research on Teachers’ Beliefs, New York: Routledge.
2013
Mansour N (2013). Consistencies and Inconsistencies Between Science Teachers' Beliefs and Practices.
International Journal of Science Education,
35(7), 1230-1275.
Abstract:
Consistencies and Inconsistencies Between Science Teachers' Beliefs and Practices
To gain a better understanding of teachers' beliefs about teaching, as compared with their in-reality classroom practices, case studies were constructed with four science teachers in different schools in Egypt. The main aims of this article were to provide an answer to the research question, 'To what extent do science teachers' beliefs correspond to their practices?' and to explore the contextual factors that can explain the difference, the consistency or inconsistency, between teachers' beliefs and practices. The study collected data for each teacher using semi-structured interviews, notes taken while observing classes, and teachers' notes, journals, and lesson plans concerned with STS lessons. The data were analysed using the constant comparative method around common themes, which were identified as distinctive features of teachers' beliefs; these same themes were then compared with their practices. Results showed that a few of the in-service science teachers' pedagogical beliefs aligned with constructivist philosophy. Some of the teachers' beliefs were consistent with their practices, especially the traditional beliefs, while some of teachers' practices were conflicted with their beliefs in different contexts. © 2013 Copyright Taylor and Francis Group, LLC.
Abstract.
Mansour N (2013). Consistencies and inconsistencies between science teachers’ beliefs and practices.
International Journal of Science Education,
35(7), 1230-1275.
Full text.
Wegerif R, Postlethwaite KP, Skinner N, Mansour N, Morgan A, Hetherington LEJ (2013). Dialogic Science Education for Diversity. In Mansour N, Wegerif R (Eds.) Science Education for Diversity: Theory and Practice, Springer.
Mansour N (2013). Modelling the Sociocultural Contexts of Science Education: the Teachers’ Perspective.
Research in Science Education,
43(1), 347-369.
Abstract:
Modelling the Sociocultural Contexts of Science Education: the Teachers’ Perspective
A growing body of research argues that teachers’ beliefs and practices should be studied within the sociocultural contexts of their work because the relationship between their beliefs and practices is both complex and context-dependent. There is a need for further research in this area in understudied contexts such as developing countries, in order to promote effective education in schools and the professional development of teachers. This paper argues that if this ‘black box’ of sociocultural contexts in which. science teachers are embedded is better understood, it may be possible to identify specific aspects of these contexts related to educational organizations that act as either supports or barriers to pedagogical reform or to implementing innovations in science education. Consequently, the main purpose of this study is to explore the sociocultural contexts of ten Egyptian science teachers and to what extent these sociocultural contexts help in understanding teachers’ pedagogical beliefs and practices. This paper, by utilizing a multi-grounded theory approach and qualitative methods, reveals a variety of sociocultural contexts that are related to teachers’ pedagogical beliefs and practices.
Abstract.
Full text.
Mansour N, Alshamrani S, Aldahmash A, Alqudah B (2013). Saudi Arabian Science Teachers and Supervisors’ Views of Professional Development Needs. Eurasian Journal of Educational Research(51), 29-44.
Mansour N, Wegerif R (2013).
Science Education for Diversity: Theory and Practice., Springer.
Abstract:
Science Education for Diversity: Theory and Practice
Abstract.
Mansour, N. (2013). Science teachers' cultural beliefs and diversities: a sociocultural perspective to science education. In Mansour N, Wegerif R (Eds.) Science Education for diversity: Theory and practice, USA: Springer.
Mansour N, Wegerif R (2013). Why science education for diversity?. In (Ed) Science Education for diversity: Theory and practice, USA: Springer.
2011
Mansour N (2011). Science Teachers’ Views of
Science and Religion vs. the Islamic Perspective: Conflicting or Compatible?.
Science Education(95), 281-309.
Full text.
2010
Wegerif RB, Mansour, N. (2010). A dialogic approach to technology-enhanced education for the global knowledge society. In Khine MS, Saleh IM (Eds.) A dialogic approach to technology-enhanced education for the global knowledge society, New York: Springer.
Wegerif R, Mansour N (2010). A dialogic approach to technology-enhanced education for the global knowledge society. In Khine MS, Saleh IM (Eds.) New Science of Learning: Cognition, Computers and Collaboration in Education, Springer, 325-340.
Wegerif RB, McLaren BM, Chamrada M, Scheuer O, Mansour N, Mikšátko J, Williams M (2010). Exploring Creative Thinking in Graphically Mediated synchronous Dialogues.
Computers and Education,
54(3), 613-621.
Abstract:
Exploring Creative Thinking in Graphically Mediated synchronous Dialogues
This paper reports on an aspect of the EC funded Argunaut project which researched and developed awareness tools for moderators of online dialogues. In this study we report on an investigation into the nature of creative thinking in online dialogues and whether or not this creative thinking can be coded for and recognized automatically such that moderators can be alerted when creative thinking is occurring or when it has not occurred after a period of time. We outline a dialogic theory of creativity, as the emergence of new perspectives from the interplay of voices, and the testing of this theory using a range of methods including a coding scheme which combined coding for creative thinking with more established codes for critical thinking, artificial intelligence pattern-matching techniques to see if our codes could be read automatically from maps and ‘key event recall’ interviews to explore the experience of participants. Our findings are that: (1) the emergence of new perspectives in a graphical dialogue map can be recognized by our coding scheme supported by a machine pattern-matching algorithm in a way that can be used to provide awareness indicators for moderators; (2) that the trigger events leading to the emergence of new perspectives in the online dialogues studied were most commonly disagreements and (3) the spatial representation of messages in a graphically mediated synchronous dialogue environment such as Digalo may offer more affordance for creativity than the much more common scrolling text chat environments. All these findings support the usefulness of our new account of creativity in online dialogues based on dialogic theory and demonstrate that this account can be operationalised through machine coding in a way that can be turned into alerts for moderators.
Abstract.
Full text.
Wegerif R, McLaren BM, Chamrada M, Scheuer O, Mansour N, Miksatko J, Williams M (2010). Exploring creative thinking in graphically mediated synchronous dialogues.
Author URL.
Wegerif R, McLaren B, Chamrada M, Scheuer O, Mansour N, Mikšátko J, Williams M (2010). Exploring creative thinking in graphically mediated synchronous dialogues. Computers & Education(54), 613-621.
Mansour N (2010). Exploring science teachers’ beliefs, intentions and practices about teaching and learning Science-Technology-Society (STS) issues. Eurasian Journal of Physics and Chemistry Education, 2(2), 123-157.
Mansour N (2010). Science teachers’ interpretations of Islamic culture related to science education Vs. the Islamic epistemology and ontology of science.
Cultural studies of Science Education,
5(1), 127-140.
Abstract:
Science teachers’ interpretations of Islamic culture related to science education Vs. the Islamic epistemology and ontology of science
The debate about Islam and science extends to a debate about the relationship
between Islam and science education. In this paper, I explore Egyptian teachers’ views of the
relationship between science and religion within the Islamic context. Teachers’ key vision of
the relationship between science and religion was that ‘‘religion comes first and science
comes next. I will argue that teachers’ personal religious beliefs are among the major constructs
that drive teachers’ ways of thinking and interpretation of scientific issues related with
religion. Then, I discuss how teachers’ personal religious beliefs have been formed and
influenced their pedagogical beliefs related to science and religion issues. Finally, I will
argue, how we use the personal religious beliefs model as a framework of teaching/learning
scientific issues related with religion within sociocultural (Islamic) context
Abstract.
Mansour N (2010). The impact of the knowledge and beliefs of Egyptian science teachers in integrating an STS based curriculum.
Journal of Science Teacher Education,
21(5), 513-534.
Full text.
Mansour N (2010). The representation of scientific literacy in Egyptian science textbooks.
Journal of Science Education,
11(2), 91-95.
Abstract:
The representation of scientific literacy in Egyptian science textbooks
Scientific literacy is examined in the literature from very different viewpoints and content. There is a certain amount of agreement on the need to link scientific literacy to education, since it is considered an essential tool for development in the 'knowledge society', in which science and technology are particularly important. The purpose of this study was to investigate the balance of scientific literacy themes in the Egyptian preparatory science curriculum. The three science textbooks for the preparatory stage (age 12-15) were analysed and categorized using Chiapetta's method for analysing scientific literacy. Results showed that while the preparatory science curriculum emphasized the knowledge of science and the investigative nature of science, it neglected the other aspects of scientific literacy. These included science as a way of thinking, and the interaction of science, technology and society.
Abstract.
Mansour N (2010). The representation of scientific literacy in Egyptian science textbooks. Journal of Science Education, 11(2), 91-95.
Mansour N (2010). التعلم في مرحلة الطفولة المبكرة في مجتمع المعرفة (Early childhood learning in the knowledge society). Journal of Arab Children, 11(43), 8-28.
2009
McLaren BM, Wegerif R, Mikšátko J, Scheuer O, Chamrada M, Mansour N (2009). Are your students working creatively together? Automatically recognizing creative turns in student e-discussions.
Abstract:
Are your students working creatively together? Automatically recognizing creative turns in student e-discussions
Abstract.
Dimitracopoulou COMDSDPRA (2009). Computer Supported Collaborative Learning Practices, Proceedings of the 9th International Conference on Computer Supported Collaborative Learning. 4 pages.
Wegerif RB, McLaren, B.M. Chamrada, M. Scheuer, O. Mansour, N. Mikšátko, J. (2009). Recognizing Creative Thinking in Graphical e-Discussions using Artificial Intelligence Graph-Matching Techniques. In Malley CO, D DS, Reimann P, Dimitracopoulou A (Eds.) Computer Supported Collaborative Learning Practices, Proceedings of the 9th International Conference on Computer Supported Collaborative Learning (CSCL-09), International Society of the Learning Sciences, Inc. 108-112.
Mansour N (2009). Religion and Science Education: an Egyptian Perspective. In Boujaoude S, Dagher ZR (Eds.)
The World of Science Education, Sense Publishers, 107-132.
Abstract:
Religion and Science Education: an Egyptian Perspective
Abstract.
Mansour N (2009). Science teachers’ beliefs and practices: issues, implications and research agenda. International Journal of Environmental and Science Education, 4(1), 25-48.
Mansour N (2009). Science-Technology- Society (STS): a new paradigm in Science Education.
Bulletin of science, technology and society,
5(1), 482-497.
Full text.
2008
Mansour N (2008). Models of Understanding Science Teachers' Beliefs and Practices., Vdm Verlag Dr Mueller E K.
Mansour N (2008). Religious beliefs: a hidden variable in the performance of science teachers in the classroom.
European Educational Research Journal,
7(4), 557-576.
Abstract:
Religious beliefs: a hidden variable in the performance of science teachers in the classroom
This article focuses on some of the challenges of teaching science in a culture where
science and religion sometimes appear to be or are set at odds with each other. Apparent conflicts
between scholarly claims and religious claims are not limited to science, however – they occur in
almost every subject. Many topics included in science education are acknowledged as controversial
issues, for example, evolution, cloning, abortion and genetic engineering. These issues pose problems
for science teachers, especially in a religiously based culture, because of the nature of the conflict
between the implications of a scientific study of some of these issues and religion. Some other issues
may not formally conflict with religion but teachers’ views, or the way they interpret the religious view
regarding these controversial issues, can create a false contradiction, which might influence their
performance and, in turn, influence their students’ learning. Therefore, there is a need to understand
teachers’ personal religious beliefs and practices around some of these, and the way their beliefs
influence their performance in the classroom. This article describes a study conducted to address these
needs. The study looks at the role and influence of religion on the science teacher’s performance. The
findings highlighted the powerful influence of teachers’ religious beliefs in dealing with or gaining new
knowledge (the epistemology and the ontology of science). Also, the findings found that teachers’
religious beliefs are among the major constructs that drive teachers’ ways of thinking and classroom
practices about scientific issues related to religion.
Abstract.
Author URL.
Full text.
Mansour N (2008). Socio-cultural context of Egyptian science teachers as a framework for understanding their beliefs and practices. British Educational Research Association (BERA) annual conference. 3rd - 6th Sep 2008.
Monsour, N. (2008). The experiences and Personal Religious Beliefs of Egyptian science teachers as a framework for understanding the shaping and reshaping of their beliefs and practices about Science-Technology-Society (STS). International Journal of Science Education
Mansour N (2008). The experiences and personal religious beliefs of egyptian science teachers as a framework for understanding the shaping and reshaping of their beliefs and practices about Science-Technology-Society (STS).
International Journal of Science Education,
30(12), 1605-1634.
Abstract:
The experiences and personal religious beliefs of egyptian science teachers as a framework for understanding the shaping and reshaping of their beliefs and practices about Science-Technology-Society (STS)
This research investigates the role of experience in relation to teachers' beliefs and practices. The study adopted a social-cultural constructivist perspective using an interpretive approach. The research was guided by teachers' interpretations of their experiences related to teaching science through Science-Technology-Society (STS) issues. These interpretations are re-interpreted to find meaningful conceptual categories (grounded in the data) from which to build a model to understand the influence of experiences within socio-Islamic culture on teachers' beliefs and practices. Data was collected from ten teachers using interviews and observations. The findings of this study suggest that it was mainly teachers' personal religious beliefs and experiences that shaped their beliefs and practices. The research also led to a model, constructed on the basis of the data analysis, which suggests an explanation of how teachers' personal religious beliefs and experiences influence their beliefs and practices.
Abstract.
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2007
Monsour, N. (2007). Challenges to STS Education. Bulletin of Science Technology and Society
Mansour N (2007). Challenges to STS: Implications for science teacher education. Bulletin of science, technology and society.
Bulletin of science, technology and society,
27(6), 482-497.
Abstract:
Challenges to STS: Implications for science teacher education. Bulletin of science, technology and society
As future citizens, students must make decisions requiring an understanding of the interaction of science and technology and its interface with society. STS education has been strongly identified with meeting this goal, but putting theory into practice has so far been difficult. This article asks, "What are the challenges influencing science teachers to implement STS education in the science classroom?" the author investigated using a mixed method research technique incorporating multiple sources of qualitative and quantitative data (questionnaire, interviews, field notes, and classroom observations). Constraints a fecting teachers' practices in teaching science through STS education were identified and can be categorized into impersonal, interpersonal, and personal constraints. Findings indicated interactions within and between external and internal constraints. Suggestions are made for implementing change in various aspects of science teacher education.
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