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<p>Almost no research has been done on how Saudi educators perceive reasoning at the intersection of science education and religious education (RE), either internationally or within the country’s educational system. This study examines how science and RE teachers view argumentation and how to teach it. The sample consisted of 109 teachers (63 science teachers and 46 religious education teachers). An online survey was designed to capture teachers’ perceived use of pedagogical strategies that support argumentation, their views on argumentation, and their perceptions of the other subject covered by this study (i.e., their comparisons between the use of argumentation in science vs. religion). Findings affirmed that Saudi teachers must drastically alter their ideas and points of view from traditional teacher-centered instruction in order to facilitate the teaching of argumentation. The science and RE teachers regarded argumentation as important in relation to instructional practices in the context of science and religious education.</p>

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An Investigation into Saudi Teachers’ Views of Argumentation in Science and Religious Education

  • 期刊论文

  • 发表日期：

    2025年5月29日

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  • Fayadh Hamed Alanazi

摘要

Almost no research has been done on how Saudi educators perceive reasoning at the intersection of science education and religious education (RE), either internationally or within the country’s educational system. This study examines how science and RE teachers view argumentation and how to teach it. The sample consisted of 109 teachers (63 science teachers and 46 religious education teachers). An online survey was designed to capture teachers’ perceived use of pedagogical strategies that support argumentation, their views on argumentation, and their perceptions of the other subject covered by this study (i.e., their comparisons between the use of argumentation in science vs. religion). Findings affirmed that Saudi teachers must drastically alter their ideas and points of view from traditional teacher-centered instruction in order to facilitate the teaching of argumentation. The science and RE teachers regarded argumentation as important in relation to instructional practices in the context of science and religious education.