An Analysis of Kuwaiti 10th Grade Biology Curriculum for The Inclusion of Science and Engineering Practices
Open Access
- Author:
- Alherz, Fatma
- Graduate Program:
- Curriculum and Instruction
- Degree:
- Master of Science
- Document Type:
- Master Thesis
- Date of Defense:
- March 12, 2025
- Committee Members:
- Julia Plummer, Thesis Advisor/Co-Advisor
Amy Voss Farris, Committee Member
Scott Mcdonald, Program Head/Chair - Keywords:
- Science education
NGSS
Science and engineering practices
Curriculum analysis
Biology
High school.
High school - Abstract:
- This thesis explores the integration of Science and Engineering Practices (SEPs) within the 10th-grade biology curriculum of Kuwait, analyzing the extent to which SEPs are incorporated into curriculum materials and their implications for student learning. Science and Engineering Practices, as outlined in the Framework for K-12 Science Education, emphasize active engagement in scientific inquiry and problem-solving, fostering critical thinking and agentive learning. Despite their potential to enhance science education, previous studies suggest that curricula in many regions, including Kuwait, have yet to embrace these practices fully. This study employs content analysis to examine the Kuwaiti biology curriculum, including textbooks, teacher’s books, and workbooks, with a focus on identifying the presence and quality of activities designed to support SEPs. Findings reveal a significant underrepresentation of SEPs, with most activities falling short in terms of their alignment with the principles of inquiry-based, student-centered learning. Specifically, practices such as Asking Questions, Planning and Carrying Out Investigations, and Engaging in Arguments from Evidence were found to be notably absent or inadequately represented. These results highlight the need for curricular revisions that more effectively incorporate SEPs to better prepare students for the demands of the 21st century and STEM fields. The thesis concludes with recommendations for curriculum developers and educators to integrate authentic scientific practices, enhance teacher training, and support a shift toward more interactive, inquiry-driven science education.