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Relevant bibliographies by topics / Teaching science in Kuwait

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Academic literature on the topic 'Teaching science in Kuwait'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Teaching science in Kuwait"

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Ahmad, Fatimah, and Heather Greenhalgh-Spencer. "Trends in International Mathematics and Science Study and gendered math teaching in Kuwait." Policy Futures in Education 15, no. 3 (2017): 327–40. http://dx.doi.org/10.1177/1478210317707845.

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This paper argues for a more complex literature around gender and math performance. In order to argue for this complexity, we present a small portion of data from a case study examining the performance of Kuwaiti students on the Trends in International Mathematics and Science Study and on Kuwait national math tests. Westernized discourses suggest that girls have a harder time in math classes; these discourses frame and are reified by prominent literature and practices within the field of math education research that suggest that women and girls need help in order to reach their potential in math. These Westernized discourses stand in contrast to the discourses in Kuwait that normalize women and girls as outperforming boys in all subjects – including all science, technology, engineering and mathematics subjects. As our study shows, the reality is more complex. And, while the reality is more complex, we yet lack the discourses to understand this complexity.

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Moussa, Mohamed A. A., and Abdulbari Bener. "Teaching biostatistics at the Kuwait University health science centre." Teaching and Learning in Medicine 4, no. 2 (1992): 120–24. http://dx.doi.org/10.1080/10401339209539546.

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Al-Kandari, Ebrahim Abdullah, Tahraoui Ramdane, and Mohamad Sahari Nordin. "Difficulties Faced by Science Teachers in Selected Public Schools in Kuwait: A Descriptive Study." IIUM Journal of Educational Studies 6, no. 2 (2019): 31–48. http://dx.doi.org/10.31436/ijes.v6i2.228.

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There are numerous difficulties associating with the teaching process in the secondary public schools in Kuwait. The aim of the study is to determine some of the difficulties facing science teachers in secondary schools of Mubarak AL Kabeer governorate in Kuwait. The difficulties encountered by science teachers in secondary schools were examined under these issues: curriculum objectives, student assessment system, school management and science laboratory. Seventy-seven science teachers were chosen randomly from secondary schools in Mubarak AL Kabeer governorate. A structured pretested self-administered questionnaire in Arabic was used to collect data for this study. The analyzed data indicated that both male and female science teachers have difficulties with the curriculum objectives, student assessment system, school management and science laboratory. This study suggested number of recommendations for teachers and administrators in secondary schools

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Al-Rifaiy, Ibrahim. "THE TEACHING OF PETROLEUM GEOLOGY IN KUWAIT." Journal of Petroleum Geology 15, no. 2 (1992): 367–68. http://dx.doi.org/10.1111/j.1747-5457.1992.tb00880.x.

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El-Sabban, Farouk. "Self-expression assignment as a teaching approach to enhance the interest of Kuwaiti women in biological sciences." Advances in Physiology Education 32, no. 2 (2008): 147–51. http://dx.doi.org/10.1152/advan.00045.2007.

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Stimulating the interest of students in biological sciences necessitates the use of new teaching methods and motivating approaches. The idea of the self-expression assignment (SEA) has evolved from the prevalent environment at the College for Women of Kuwait University (Safat, State of Kuwait), a newly established college where the number of students is low and where students have varied backgrounds and interests and are being instructed biological sciences in English for the first time. This SEA requires each student to choose a topic among a long list of topics and interact with it in any way to produce a finished product without the interference of the course instructor. Students are told that the SEA will be graded based on their commitment, creative thinking, innovation in developing the idea, and finishing up of the chosen assignment. The SEA has been implemented in three introductory courses, namely, Biology, Introduction to Human Nutrition and Food Science, and The Human Body. Many interesting projects resulted from the SEA, and, based on an administered survey, students assessed this assignment very favorably. Students expressed their pleasure of experiencing freedom in choosing their own topics, interacting with such topics, learning more about them, and finishing up their projects. Students appreciated this type of exposure to biological sciences and expressed that such an experience enhanced their interest in such sciences.

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Aldaihani, Sultan G. "Effect of Prevalent Supervisory Styles on Teaching Performance in Kuwaiti High Schools." Asian Social Science 13, no. 4 (2017): 25. http://dx.doi.org/10.5539/ass.v13n4p25.

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Purpose: This study sought to identify the importance of supervision in Kuwaiti high schools from the viewpoints of heads of departments and school teachers, as well as identifying the gap between ideal and prevalent supervisory styles in Kuwaiti high schools and determining the effects of supervision on teachers’ professional performance. Methodology: The researcher took a qualitative approach, using structured interviews with a study sample represented by six heads of departments and six teachers from two high schools in Kuwait. Findings: It was found that supervision as a tool for continuous improvement in the school system positively affected the school climate. There was a gap between actual and ideal supervisory styles in the schools studied. Supervision had a positive effect on the professional performance of teachers; supervisors’ notes and observations helped teachers in identifying their shortcomings and modifying their behavior accordingly. Challenges to the effective implementation of supervision in high schools included unsuitable supervisory practices, loss of connection between the teacher and the supervisor, teacher resistance to support, and lack of meaningful feedback. Recommendations: It is necessary to employ advanced supervisory styles in order to cope with the changes in the surrounding environment. Further study will help to determine the effect of supervision on the relationship between teachers and students.

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Al Sharoufi, Hussain. "A novel framework for teaching academic writing." Pragmatics and Society 5, no. 3 (2014): 484–507. http://dx.doi.org/10.1075/ps.5.3.10sha.

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This study represents an attempt to create a new framework for teaching academic writing. The new concept of the ‘Lexical Cohesive Trio’, LCT, combines elements of textual reference: anaphora, cataphora, and transitional signals (lexical repetition, bundles, and phrases). 30 English majors from the Gulf University for Science and Technology, GUST, in Kuwait were selected to write a pre-framework and a post-framework essay. The results were analysed using an SPSS package t-test. A pairwise t-test confirmed that more transitional signals were produced after the framework was used: t(1,29) = –4.938, p-value < 0.001. Similarly, a pairwise t-test confirmed that more lexical repetitions were produced after the framework was used: t(1,29) = –5.218, p-value < 0.001. Finally, a pairwise t-test confirmed that significantly more lexical phrases were produced after the framework was used: t(1,29) = –10.672, p-value < 0.001. These tests present strong evidence in favour of using LCT, and confirm that using this new framework enhances students’ ability to write coherent essays.

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Alajmi, Maadi Mahdi. "Implementation Difficulties of Kuwait National Competency-Based Curriculum." Journal of Educational and Social Research 11, no. 5 (2021): 151. http://dx.doi.org/10.36941/jesr-2021-0113.

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The study investigates teachers' understanding and use of competency-based national curriculum in Kuwait's public education schools. A developed questionnaire survey distributed to 317 teachers and 94 supervisors. Findings indicated weaknesses in professional development and training, the assessment process, use of instructional technology, financial supplies, and teacher guides. Recommendations highlight needs of a professional development and training to supervisors and teachers on implementing the national competency-based curriculum, standards-based assessments, instructional technology, instructional strategies, and financial supplies. A future research on effects of the national competency-based curriculum on student learning, teaching performance, and outcomes of educational process is highly recommended. Received: 26 May 2021 / Accepted: 2 August 2021 / Published: 5 September 2021

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Iqbal, Zafar. "McDonaldization, Islamic Teachings, and Funerary Practices in Kuwait." OMEGA - Journal of Death and Dying 63, no. 1 (2011): 95–112. http://dx.doi.org/10.2190/om.63.1.e.

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Drawing on George Ritzer's sociological concept of McDonaldization, this article explores the transformation of burial practices in Kuwait. It is argued that traditional, religious, and private ways of dealing with death have been modernized using the fast-food model of McDonald's. This article examines Islamic teachings on burial and how that model has been applied to the traditional Muslim funerary services, including cemetery management, grave excavation, funeral prayers, burial, and condolences, to make them more efficient vis-à-vis more profitable. Based on personal observations and random interviews, the study finds that the state bureaucracy in Kuwait has made burial rituals more efficient, standardized, calculable, and controlled. Furthermore, several associated irrationalities are also considered. Findings suggest that some individuals may not be happy with these changes but there is no popular resistance to McDonaldization of the burial practices, probably due to the authoritarian and welfare nature of the State of Kuwait.

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Alhashem, Fatimah, and Ali Alkandari. "What Did Kuwait Learn from Its Participation in TIMSS Study? An Exploratory Case Study from Senior Supervisors’ Perspectives." Asian Social Science 11, no. 27 (2015): 298. http://dx.doi.org/10.5539/ass.v11n27p298.

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The low performance of The Trends of Mathematics and Science Study (TIMSS) results were investigated in depth through interviews with math and science supervisors from the Ministry of Education in Kuwait. A qualitative approach was employed to consider the factors that may affect TIMSS results in the past and understand the reasons of TIMSS results. The outcome of this study was limited to the perspectives of science and math supervisors who participated or worked in the TIMSS study. Their participation in TIMSS was positive even if the results of the study were not because it helped initiate reform in curriculum, assessment, and quality of teaching. However, the participants expressed concerns and variables that need to be aware of in order to perform better not only in TIMSS but also in science and math education in general.

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Dissertations / Theses on the topic "Teaching science in Kuwait"

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Al, Hamad Rasheed Hamad. "Improving science supervision in the Kuwaiti school system." Thesis, University of Southampton, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276361.

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Alfajjam, Hasan M. H. F. A. "Teaching primary science with computer simulation : an intervention study in State of Kuwait." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/8493/.

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This thesis describes an investigation into use of interactive computer simulations software in primary science education. The research questions are what effects teaching with interactive computer simulations have on students’ achievement, their conceptual change in particular science topics and on their attitudes. The question was investigated in an intervention study that tested use of simulations in two different pedagogical environments. The first environment used simulations in a computer laboratory, with students using blended learning (combining computer-based learning with non-computer learning). In this environment students worked independently on the computer. The second environment is class teaching. In this environment, the simulation was used on one computer, controlled by the teacher, in front of the class. The study also investigated ease of use and looked into practical consideration of computer-based teaching expressed by students and teachers. Three science topics were studied. The novelty of the research is using computer simulations in an Arabic nation, which has widespread use of traditional didactic-oriented pedagogy. Recent educational reforms have made demand for more student-oriented teaching, with use of practical experiments in primary science. This major change is difficult to implement for practical reasons, and the study therefore asks if computer simulations may work as an alternative approach to reach the same aims. The theoretical frameworks for the study are constructivism, conceptual change and cognitive multi-media theory. The first of these looks at the role of the student in learning, the second takes into consideration that students enter school with intuitive knowledge about natural phenomena and the last explains learning with use of computers. The theoretical frameworks were used to guide development of the simulation software and the intervention. The participants were 365 students in year five (10-11 year olds) and eight science teachers in Kuwait, located at eight different primary schools. All schools were single sex, with half the schools of each gender. All teachers were female. The study used a quasi-experimental design and separated the students into two experimental groups and two control groups. The first experimental group, which used simulations in computer labs, had 91 students in four primary schools (two boys’ and two girls’ schools). A matching control group with the same number of students was established in the same schools. The other experiment group had 92 students using simulations in the classroom. This group was also matched with an appropriate control group. The eight teachers taught both experimental and control group students. The control groups used traditional teaching. The experiment was carried out in the academic year 2010-2011. The study measured effects of the interventions with pre- and post achievement tests and attitude questionnaires. Students in the experimental groups also answered a usability questionnaire. A sub-sample of students and all teachers were interviewed for triangulation of the questionnaire data and to learn more about experiences with using the simulation software. The results of the study revealed no statistically significant difference (at the 0.05 level) in achievement or attitude between the students who used computer simulations in the computer laboratory. Students, however, who were taught with simulations in the classroom scored significantly higher on both achievement tests and attitude questionnaires. This benefit applied also to conceptual change of specific topics. In general, the interviews revealed that science teachers and students were satisfied with the simulation program used in science teaching and learning. However, the interviews indicated that there were some problems related to infrastructure and use of computers in the teaching that might have influenced the outcome of the study. These problems are relevant also to use of computer simulations in science teaching more widely.

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Al-Qattan, M. M. A. "The development and evaluation of a modularised individualised instruction science course in Kuwaiti secondary schools." Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382530.

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Alsahou, Hamed. "Teachers' beliefs about creativity and practices for fostering creativity in science classrooms in the State of Kuwait." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/19224.

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Fostering students’ creativity in school subjects has recently become a central focus of educational researchers, educators, and educational policymakers around the world. In Kuwait, educational researchers and teacher educators have supported the need to foster students’ creativity via a national curriculum. Yet, the Ministry of Education has conducted few studies to explore practitioners’ perspectives on how to foster creativity through the current curriculum. The overall aims of this study were to explore science teachers’ pedagogical beliefs and practices in fostering creativity in science classrooms as well as to investigate the influences of sociocultural factors on teachers’ beliefs and practices in fostering creativity. The study also examined the consistency and inconsistency levels between teachers’ beliefs and practices. The study has a qualitative nature that stands on an interpretive worldview. The methodology uses eight case studies, each of which consisted of a male science teacher and one of his classes. Multiple methods were used, including semi-structured interviews (pre- and post-observational interviews), student focus groups, unstructured observations, participants’ drawings, and field notes. The analysis was based on thematic analysis model proposed by Braun and Clarke (2006). Thematic findings and case studies findings were drawn from the analysis of the data collected. In general, the thematic findings indicated that science teachers are able to define the meaning of creativity and its main aspects. Professed pedagogical beliefs enforce four teaching approaches to foster creativity in the science classroom: the teaching of thinking skills, inquiry-based learning, cooperative learning, and practical investigation (experimentation). The teachers believe that these approaches could promote students’ creativity in science classroom when specific sociocultural factors facilitate the effectiveness of such approaches in terms of fostering creativity. Three interdependent categories represent these facilitating factors: (1) educational setting-related factors, (2) teacher-related factors, and (3) student-related factors. Differences and similarities appeared when these professed beliefs were compared to the applied classroom practices. The thematic analysis revealed several themes underlying the main categories. Extensive teacher-centred practices and modest student-centred practices were evident; more specifically, the observations revealed primarily teacher-centred approach inside the science classes. Meanwhile, student-centred approaches were modestly applied in comparison to teacher-centred activities. The teachers justified their practices in accordance with the sociocultural factors that mediate their beliefs and practices as well as the role of their goal orientation. The science teachers perceived the mediating factors as constraints that prevent them from applying their beliefs about fostering creativity in classroom practices. Multiple constraining factors emerged, and they were categorised into personal, external, and interpersonal constraints. Concerning the case study findings, consistencies and inconsistencies were identified using a cut-off point as an analytic technique to classify teachers’ beliefs and practices into traditional (non-creativity fostering), mixed, or progressive (creativity fostering). The case study findings identified four consistency and inconsistency levels characterizing teachers’ beliefs and practices: traditional (consistent level), mainly traditional (inconsistent level), mixed (consistent level), and mainly progressive (inconsistent level). Each level was represented by an exemplary case study. The exemplary case studies revealed that sociocultural contexts influence teacher’s belief-practice relationship with respect to fostering students’ creativity in science classroom. Further, the thematic and case study findings were discussed in relation to the existing body of knowledge, followed by an illustration of significant conclusions, including some implications, contributions, limitations, and future suggestions.

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Buarki, Hanadi J. "Towards an improvement of LIS graduates ICT skills and employability needs in Kuwait." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/6339.

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The aim of this research was to explore the ICT skills of LIS students in Kuwaiti HE that are potentially defined by the job market. These skills are deemed essential for the employment of LIS graduates in different job market sectors. As a result, the ICT skills of current LIS students, the needs of employers, and the LIS curriculum in Kuwait were all investigated. In addition the factors that had an impact on students ICT skills were also investigated. To fulfil the research aim and objectives, mixed research methods were employed. The research subjects were employers, LIS students, and teaching staff. Their views were sought through qualitative and quantitative methods that included: 54 semistructured interviews; 225 self-administered questionnaires; these were supplemented by three focus groups; and content analysis of relevant web sites, reports, and LIS syllabus to provide further documentation and analysis. The main findings of the research were: (1) overall the students had knowledge and basic ICT skills, but they lacked advanced searching and internet navigation skills. 85% of the students did not have enough ICT skills; their ICT skills level was selfrated as intermediate or beginner ; (2) the research investigated negative factors such as: unsuitable teaching and learning environment, negative attitudes, social influences, and lack of resources; (3) the students most preferred teaching and training method was group training ; (4) the employers identified further ICT skills and non-ICT skills that LIS graduates should possess for employability; (5) gaps were found in the curriculum and in teaching and training the ICT courses such as: course content was inconsistent; did not reflect the needs of the job market and were outdated; an imbalance between theory and practical training, courses had different outline and little use of the English language hindered the students ICT skills improvement and ICT use. In addition, work placement needed careful consideration. Recommendations based on the research findings and conclusions were made to the DLIS in Kuwait and stakeholders. Future ideas were identified for further research.

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Algharib, Saad M. "DISTANCE AND COVERAGE: AN ASSESSMENT OF LOCATION-ALLOCATION MODELS FOR FIRE STATIONS IN KUWAIT CITY, KUWAIT." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1310950444.

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AlKhars, Dalal Ali Mohammed Ali. "Creativity in English language teaching in Kuwait : a TESOL study." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13928.

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The aim of this study is to investigate English language teachers’ understanding of creativity in the context of primary education in Kuwait. The meaning of creativity, and the factors that support or suppress it, are investigated from the point of view of female English language teachers in the primary stage in Kuwait. Most research in the fields of both TESOL and creativity in education has been undertaken in the West, some in the East, but very little in the Middle East (Craft, 2001a) in a context similar to that of Kuwait. In the context of Kuwait, creativity is called for in policy, but there is a lack of research and clarification as to what creativity means to English language teachers in their own context. The main approach to data collection and analysis was grounded theory. In the first stage of data collection, fifteen in-depth interviews and ten non-participant observations were carried out, to provide both breadth of research and depth of understanding. In the second stage, to enlarge the data, a survey (of seventy-five participants) was designed based on the findings of the first stage of data collection and analysis, as well as on the findings of previous literature. The participants were female TESOL teachers and senior teachers in primary schools in Kuwait. Findings from interviews, observations and questionnaires were consistent in many ways regarding the meaning of creativity in TESOL in the context of the study. All three methods of data collection revealed that creativity was perceived as a multi-faceted concept. The creative English language teacher was viewed as confident and self-directed. Using new and successful teaching material and methods, establishing good relationships with learners and being able to meet their needs in English language were associated with creative English language teaching. However, some findings emerged from certain data collection methods but not others. For example, the salience of clarity and freedom (autonomy) emerged from the interviews but not from the observations or questionnaire. All three methods showed similar supporting and suppressing factors for creativity. Supporting factors were both internal and external, notably the availability of teaching material (resources) and self-motivation. Suppressing factors were the lack of teaching aids and a negative school environment. The current study contributes to knowledge by expanding the understanding of two areas of research which are TESOL and creativity within the context of Kuwait, focusing on the voice of the primary stage teacher. The current study agrees with previous studies that creativity is associated with newness and value (Cheng and Yeh, 2006; Forrester & Hui, 2007) and the current study explained that newness and value are relative. The current research suggests that TESOL teachers can be creative in one or many aspects (Rietzschel et al., 2009). The current study agrees with previous studies that creativity is context related because there are creativity elements which are unique to the cultural context (Craft, 2001a; Grigorenko & Tan, 2008), but at the same time the current study proposes that creativity can be universal in some ways because of some common findings of studies from different contexts. Other contributions to knowledge points are clarity and freedom and their relation to creativity in TESOL. Clarity is not mentioned much in the literature, but can be linked to knowledge (Sternberg & Lubart, 1991). Freedom can also be related to autonomy and creativity (Sternberg, 2006b). The current research views that the process, product, person and place of creativity in TESOL are interrelated (Wallace, 1926; Fryer, 1996; Runco, 1997; Craft, 2001; Rhodes, 1961). Unlike previous studies, the current research into creativity in TESOL was not associated with artistic language, literature (Mok et al., 2006), or errors and violating language rules (Tin et al., 2010; Brown, 2001). The current findings are also different from the literature in that creativity was not linked to imagination (Beetlestone, 1998; Craft, 2000; Craft, Jeffrey & Leibling, 2001; Fryers, 1996; Egan et al., 1988; Craft, 2002, 2003a) or aesthetics (Craft, 2001a). On the other hand, creativity in TESOL is linked to personal traits including confidence, which agrees with the literature (NACCCE, 1999; Craft, Jeffrey, & Leibling 2001; Burnard et al., 2006; Craft, 2002; Craft, 2001b; Claxton et al., 2006; Fryer, 1996). The current study suggests more detailed the written preparation notes of the participants the less confident participants seemed to be. This can be related to the negative effect of evaluation on creativity (Sternberg, 2006b). The literature associated intrinsic motivational factors with creativity (Jones & Wyse, 2004, Sternberg, 2006b), but the current study shows that extrinsic as well as intrinsic motivational factors support creativity in TESOL. The current study suggests belonging to field and workplace is a supporting factor for creativity. This can be related to collaboration which is suggested in previous studies (Craft et al., 2008; John-Steiner, 2000; Miell & Littleton). The literature suggests that creativity flourishes in collaboration; however some of the current research participants prefer to work individually, while others prefer to work collaboratively to be more creative. Teaching material is an important tangible side to the creativity of TESOL (Cheng & Yeh, 2006), and relationships are also linked to improving TESOL creativity according the current research. Implications for teachers’ reflection, teachers’ education and training courses as well as better communication with the teacher for teaching material design and a better school working environments are some of the recommendations of the current research. Future research can benefit from the findings and the recommendations of the current research.

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Al-Dusri, Fahad. "The effectiveness of forensic science service in the State of Kuwait in criminal investigations and proceedings : forensic science practice in Kuwait." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288002.

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Awadh, Sami. "Islamic political groups in Kuwait : roots and influences." Thesis, University of Portsmouth, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298049.

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Al-Tuwaijri, Hamad Ibrahim Abdul Rahman. "Political power and rule in Kuwait." Thesis, University of Glasgow, 1996. http://theses.gla.ac.uk/1687/.

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Books on the topic "Teaching science in Kuwait"

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International, Conference on Evidence Based Practice in Dentistry (2001 Kuwait University Faculty of Dentistry Health Sciences Centre). Proceedings of the International Conference on Evidence Based Practice in Dentistry: Kuwait, October 2-4, 2001, Faculty of Dentistry, Health Sciences Centre, Kuwait University. Karger, 2003.

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Sulṭān, Yūsuf Yaʻqūb. Science and technology policy: Comparative study and options for Kuwait. Kuwait Institute for Scientific Research, 1995.

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Wellington, J. J. Science learning, science teaching. Routledge, 2008.

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Wellington, Jerry, and Gren Ireson. Science Learning, Science Teaching. Routledge, 2017. http://dx.doi.org/10.4324/9781315623429.

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Gren, Ireson, ed. Science learning, science teaching. 3rd ed. Routledge, 2012.

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Awadi, Nouria. The crime of academic robbery in the College of Science, Kuwait University ... The College, 1993.

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Teaching children science. 2nd ed. Prentice-Hall, 1988.

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Ross, Keith. Teaching secondary science. 2nd ed. David Fulton, 2004.

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Teaching children science. 3rd ed. Allyn and Bacon, 1992.

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Teaching modern science. 7th ed. Merrill, 1997.

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Book chapters on the topic "Teaching science in Kuwait"

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Keeves, John P., and I. Gusti Ngurah Darmawan. "Teaching Science." In International Handbook of Research on Teachers and Teaching. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_65.

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Jay, Jeffrey. "Science, Teaching." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_377.

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Valanides, Nicos, Maria Papageorgiou, and Pavlos Rigas. "Science and Science Teaching." In Critical Analysis of Science Textbooks. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4168-3_13.

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Mayer-Smith, Jolie. "Modeling Teaching." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_227.

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Keast, Stephen, and Rebecca Cooper. "Team Teaching." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_268.

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Mayer-Smith, Jolie. "Modeling Teaching." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_227-4.

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Keast, Stephen, and Rebecca Cooper. "Team Teaching." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_268-5.

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Cottrell, Alan. "Thermodynamics as Engineering Science." In Teaching Thermodynamics. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2163-7_30.

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El Miedany, Yasser. "Teaching: Art or Science?" In Rheumatology Teaching. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98213-7_1.

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Estrellado, Ryan A., Emily A. Freer, Jesse Mostipak, Joshua M. Rosenberg, and Isabella C. Velásquez. "Teaching data science." In Data Science in Education Using R. Routledge, 2020. http://dx.doi.org/10.4324/9780367822842-16.

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Conference papers on the topic "Teaching science in Kuwait"

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Zeid, Amir. "Using creative methods for teaching professional ethics for computer science students." In the First Kuwait Conference. ACM Press, 2009. http://dx.doi.org/10.1145/1836029.1836047.

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Alzougool, Basil, and Jarrah Almansour. "THE USE OF SMARTPHONE FOR LEARNING ACTIVITIES BY UNIVERSITY STUDENTS IN KUWAIT." In 4th Teaching & Education Conference, Venice. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/tec.2017.004.001.

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Al-Enezi, Khaled Abdulkareem, Imad Fakhri Al-shaikhli, Abdul Rahman Al-kandari, and Hessa Mutlaq Al-Mutairi. "E-business Continuity and Disaster Recovery Plan Case Study Kuwait: Kuwait Government Entities (GEs)." In 2013 International Conference on Advanced Computer Science Applications and Technologies (ACSAT). IEEE, 2013. http://dx.doi.org/10.1109/acsat.2013.105.

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Bell, Tim, and Lynn Lambert. "Teaching computer science majors about teaching computer science." In the 42nd ACM technical symposium. ACM Press, 2011. http://dx.doi.org/10.1145/1953163.1953317.

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Mishra, Vinay Kumar, Julian Youxiang Zuo, Hadrien Dumont, and Oliver C. Mullins. "Permeable Tar Mat Formation Described Within Context Of Novel Asphaltene Science." In SPE Kuwait International Petroleum Conference and Exhibition. Society of Petroleum Engineers, 2012. http://dx.doi.org/10.2118/163292-ms.

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Al-Enezi, Khalid Abdulkareem, Imad Fakhri Al-Shaikhli, Khaled Alhatem, and Abdul Rahman Al-Kandari. "Security Risk Analysis Used by Kuwait Government Sectors." In 2014 3rd International Conference on Advanced Computer Science Applications and Technologies (ACSAT). IEEE, 2014. http://dx.doi.org/10.1109/acsat.2014.15.

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Al-Shammari, Eiman Tamah. "The need of a new computing curricula: A Kuwait case study." In 2015 Science and Information Conference (SAI). IEEE, 2015. http://dx.doi.org/10.1109/sai.2015.7237329.

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Daniels, Mats, Judith Gal-Ezer, Ian Sanders, and G. Joy Teague. "Teaching computer science." In the twenty-seventh SIGCSE technical symposium. ACM Press, 1996. http://dx.doi.org/10.1145/236452.236518.

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Qureshi, Ahmad, Julian Youxiang Zuo, Douglas John Seifert, Murat Zeybek, and Oliver C. Mullins. "Mobile Heavy Oil and Tar Mat Characterization Within a Single Oil Column Utilizing Novel Asphaltene Science." In SPE Kuwait International Petroleum Conference and Exhibition. Society of Petroleum Engineers, 2012. http://dx.doi.org/10.2118/163291-ms.

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Tang, Qiang. "College Mathematics Teaching Based on HPS Teaching." In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.127.

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Reports on the topic "Teaching science in Kuwait"

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Iowa State University, 2005. http://dx.doi.org/10.31274/ans_air-180814-1059.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Iowa State University, 2007. http://dx.doi.org/10.31274/ans_air-180814-674.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Iowa State University, 2004. http://dx.doi.org/10.31274/ans_air-180814-764.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Iowa State University, 2010. http://dx.doi.org/10.31274/ans_air-180814-83.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Iowa State University, 2012. http://dx.doi.org/10.31274/ans_air-180814-716.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Iowa State University, 2011. http://dx.doi.org/10.31274/ans_air-180814-782.

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Kenealy, M. Douglas. Update from Animal Science Teaching Section. Iowa State University, 2009. http://dx.doi.org/10.31274/ans_air-180814-931.

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Kenealy, M. Douglas. 2007 Review—Animal and Dairy Science Teaching. Iowa State University, 2008. http://dx.doi.org/10.31274/ans_air-180814-10.

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Carson, Frank L. Teaching Military Ethics as a Science 2. Defense Technical Information Center, 1989. http://dx.doi.org/10.21236/ada217277.

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Thompson, A. D. Teaching excellence and achivement in mathematics and science. Office of Scientific and Technical Information (OSTI), 1996. http://dx.doi.org/10.2172/459983.

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