Perceptions of Male and Female Social Studies Teachers towards Including the Petroleum Education Approach in Social Studies Curricula at the Secondary Stage: A Qualitative Study

Document Type : Original Article

Author

College of Education, Taibah University, KSA

Abstract

The study aimed to investigate the perceptions of male and female social studies teachers towards including the petroleum education approach in social studies curricula at the secondary stage. To achieve this, the qualitative approach was followed - the grounded theory method, semi-structured interviews were relied upon as a tool for collecting data, and (32) male and female teachers of social studies at the secondary stage participated. The study results indicated that the perceptions of male and female social studies teachers towards including the petroleum education approach in the social studies curricula at the secondary stage were in-depth and organized, as their perceptions were represented towards the best ways to include the petroleum education approach in the social studies curricula at the secondary stage in the study units method, followed by the  classroom and extra-curricular activities method, followed by the integrated method. The perceptions of male and female social studies teachers were also determined regarding the most prominent areas of including the petroleum education approach in social studies curricula at the secondary stage in the field of petroleum energy citizenship, then the field of petroleum energy geography, then the field of petroleum energy history, then the field of petroleum energy economics, and finally the field of petroleum energy sociology. Also their perceptions towards the requirements for including this approach included five basic requirements, which are requirements related to: developing curriculum objectives and content, developing teaching methods and strategies, developing activities and technical means.

Keywords

Main Subjects

References

Compass, 14 (7), 1-17.
Zainagalina, L. and Bulyukova, F. (2020). Arrangements for practical training through the example of ufa state petroleum technological university. Advances in Social Science, Education and Humanities Research, (477), 428- 432.
Bodzin, A., Fu, Q., Peffer, T. & Kulo, V. (2014) Developing Energy Literacy in US Middle-Level Students Using the Geospatial Curriculum Approach. International Journal of Science Education, 35 (9), 1561-1589.
Brychkov, D., Goggins, G., Doherty, E., Romero, N., Roudil, N. Trani, A., Singh, A. et al. (2023). A systemic framework of energy efficiency in schools: experiences from six European countries. Energy Efficiency, 16 (21). https://doi.org/10.1007/s12053-023-10099-4
Castañeda-Garza, G. & Valerio-Ureña, G. (2023). Energy Literacy in Elementary School Textbooks in Mexico. Environmental Education Research, 29 (3), 410-422.
DeWaters, J. & Powers, S. (2011). Energy literacy of secondary students in New York State (USA): A measure of knowledge, affect, and behavior. Energy Policy, 39 (3), 1699-1701.
DeWaters, J., & Powers, S. (2013). Establishing measurement criteria for an energy literacy questionnaire. The Journal of Environmental Education, 44(1), 38-55.
Eaton, E. & Day, N. (2020) Petro-pedagogy: fossil fuel interests and the obstruction of climate justice in public education, Environmental Education Research, 26 (4), 457- 473.
Energy Center of Wisconsin. (2019). K-12 Energy Education Program Baseline Study An Evaluation of Teacher Practices and Student and Parent Learning. Madison: Hagler Bailly Consulting, Inc.
Ilham, Z., Subramaniam, I., Jamaludin, A., Wan-Mohtar, W, Hailm-Lim, S., Ohgaki, H., Ishihara, K. & Mansor, M. (2022). Analysing dimensions and indicators to design energy education framework in Malaysia using the analytic hierarchy process (AHP). Energy Reports, 8(9): 1013-1024.
Karanikolas, N, & Vagiona, D. (2016). Energy geography. A World in Transition. InterCarto. InterGIS, 2 (22), 51-61.
Kriewaldt, J. & Maddock. B. (2020). Post-primary education and energy literacy: an analysis of the potential for geography curricula to contribute to Australian students’ energy literacy. Geographic Education, 27 (2), 39- 50.
Lacy, S., Tobin, R., Crissman, S., DeWater, L., Gray, K., Haddad, N., Hammerman, J. & Seeley, L. (2022). Telling the energy story: Design and results of a new curriculum for energy in upper elementary school. Science Education, 106 (1), 27- 56.
Lane, J., Baker, A., Franzen, Kerlin, S. & Schuller, S. (2015). Designing Resilient Energy Education Programs for a Sustainable Future. Journal of Sustainability Education, (8), 1-15.
Lee, L. Lee, Y., Altschuld, J. & Pan, Y. (2015). Energy literacy: Evaluating knowledge, affect, and behavior of students in Taiwan. Energy Policy, (76), 98-106.
Lune, H. & Berg, L. (2017). Qualitative Research Methods for the Social Sciences. Ninth Ed.. England: Pearson Education Limited.
Maltese, A. (2018). Promoting Energy Literacy through Teaching Students about Energy Use and Behavior. Unpublished Master Thesis, Indiana University, USA.
Martínez-Borreguero, G.; Maestre-Jiménez, J.; Naranjo-Correa, F.; Mateos-Núñez, M. (2019).  Analysis of the Concept of Energy in the Spanish Curriculum of Secondary Education and Baccalaureate: A Sustainable Perspective. Sustainability, 11 (9). DOI:10.3390/su11092528
Matthews, R. (2021). Fueling Disinformation: How Big Oil Obstructs Climate Education. Retrieved from: https://changeoracle.com/2021/09/20/fueling-disinformation-how-big-oil-obstructs-climate-education/
Official Website of the International Trade Administration. (2023). Saudi Arabia - Country Commercial Guide. Retrieved from: https://www.trade.gov/country-commercial-guides/saudi-arabia-oil-gas-petrochemicals
Solarz, J., Gawlik-Kobylińska, M., Ostant, W.& Maciejewski, P.(2022). Trends in Energy Security Education with a Focus on Renewable and Nonrenewable Sources. Energies, (15). 1351. 10.3390/en15041351.
Solomon, B. & Pasqualetti, M. (2013). History of Energy in Geographic Thought. In: Reference Module in Earth Systems and Environmental Sciences. Elsevier. doi: 10.1016/B978-0-12-409548-9.01282-3
Suryana, T., Setyadin, A., Samsudin, A. & Kaniawati, I. (2020). Assessing Multidimensional Energy Literacy of High School Students: An Analysis of Rasch Model. J. Phys.: Conf. Ser., (1467), 1-11.
Suzan, S. & Bounfour, A. (2023). New oil map: Impact of Russiaʼs war on Ukraine on supply and demand. USA: Transport & Environment.
Tannock, S. (2020). The oil industry in our schools: from Petro Pete to science capital in the age of climate crisis. Environmental Education Research, 26 (4), 474-490.
The Ontario Curriculum (2018). Social Studies Grades 1 to 6, History and Geography Grades 7 and 8. Ontario: Ministry of Education.
Turnbull, T. (2021). Energy, history, and the humanities: against a new determinism. History and Technology, 37 (2), 247-292.
U.S. Department of Energy. (2010). Energy Literacy Essential Principles and Fundamental Concepts for Energy Education: A Framework for Energy Education for Learners of All Ages. Washington: U.S. Department of Energy.
University of Wisconsin Stevens Point. (2022). About KEEP – Wisconsin's K-12 Energy Education Program. Retrieved from: https://www.uwsp.edu/wcee/wcee/keep/about-keep/
Translation of Arabic References:
Abu Dayyah, A. A. (2011). Contemporary methods in teaching social studies. Jordan: Dar Osama for Publishing and Distribution.
Ahmad, Z., & Sheikho, T. (2021). The impact of oil on the development of education and social status of women in Kuwait, 1946-1973. Journal of Humanities at Zakho University, 9(1), 103-114.
 
Habib, A. M. (2015). Evaluation of the experience of developing the social studies curriculum for the fourth grade of the first cycle of basic education from the perspective of teachers in the Syrian Arab Republic (Unpublished master's thesis). University of Damascus, Syria.
Al-Ahmadi, A. B. H. (2018). The level of inclusion of fossil energy concepts in the content of developed science curricula for the secondary stage in the Kingdom of Saudi Arabia. Education and Psychology Journal, (60), 117-144.
Al-Ahmadi, A. B. H. (2019). Oil education in our curricula. Retrieved from: https://www.new-educ.com/%D8%A7%D9%84%D8%AA%D8%B1%
Asbika, M. A. Q. (2013). Contemporary social studies. Egypt: Modern Academy for Academic Publishing.
Baraidah, I., & Al-Redadi, W. (2021). Applying the stages of the PYP model to the economic resources unit in the social studies curriculum for the fifth grade in Saudi Arabia. Arab Journal of Humanities and Social Sciences, (5), 11-37.
Bastawisi, A. M. (2022). Using interactive simulation strategy to develop attitude and deep understanding among preparatory stage students through the social studies course (Unpublished master's thesis). Mansoura University, Egypt.
Tamam, S., & Salah, S. (2016). Comprehensive in curricula and teaching methods. Jordan: Diwan Center for Critical Thinking Education.
Al-Thubaiti, N. B. S. (2021). The impact of developing social studies curricula for middle school students in Saudi Arabia in promoting awareness of the concept of Saudi national identity. Journal of Educational and Human Studies, Damnhour University, 13(1), 56-102.
Al-Jenaini, M. A. (2022). Sustainable development goals and the future of energy. Democracy Journal, 22(85), 66-71.
Al-Hajji, A. B. F. (2015). "Oil culture" external sediments... and grounding foreign terms. Al Riyadh Newspaper, (17310), Economic page.
Al-Harbi, A. N. (2021). Content analysis of social studies and citizenship curricula for the intermediate stage in light of sustainable development issues included in the vision of Saudi Arabia 2030. Journal of Education, Al-Azhar University, 3(189), 96-145.
Al-Khaldi, T. (2022). "Oil" inaugurates the new season of "petroleum culture." Retrieved from: https://www.aljarida.com/articles/1665417616077275300
Khudairat, M. A. (2019). Deep thinking "thinking about thinking is your path to creativity in teaching." Jordan: Dar Al-Kitab Al-Thaqafi.
Rahban, A. R. (2011). The qualitative importance of energy resources (a study in energy geography). Damascus University Journal, 27(1+2), 365-391.
Al-Zahrani, N. B. M. (2022). Evaluation of the role of high school curricula in developing awareness of the requirements of sustainable development and the vision of Saudi Arabia 2030. Journal of Educational Sciences, Cairo University, 30(2), 207-265.
Zaitoun, A. (2010). Contemporary global trends in science curricula and teaching. Jordan: Dar Al-Shorouk for Publishing and Distribution.
Al-Sahari, G. B. A. (2017). The degree of possession of social studies teachers for service learning skills and their employment in teaching to impart middle school students skills of working in Saudi society (Unpublished master's thesis). Umm Al-Qura University, Mecca.
Sleem, D. M. (2021). The extent of inclusion of sustainable development concepts in social studies textbooks in Qatar (Unpublished master's thesis). Qatar University, Qatar.
Sulaiman, J., Fares, I., & Sulaiman, N. (2021). Content analysis of environmental education contents in social studies curricula for the first cycle of basic education in Syria. Al-Baath University Journal, Educational Sciences Series, 43(8), 11-43.
Sayyid, A. A. H. (2016). Proposed vision for the social studies curriculum at the preparatory stage in light of urgent global issues for developing awareness and problem-solving skills and decision-making. Journal of the Educational Society for Social Studies, (81), 193-217.
Al-Sharbini, D. F. (2021). Development of the social studies curriculum in light of the sustainable development strategy, Egypt Vision 2030, to develop deep understanding and motivation for learning among primary school students. Journal of the College of Education, Port Said University, (36), 235-312.
Al-Sanee, A., & Al-Yatim, A. (2020). The level of oil energy culture among students of a number of higher education institutions in Kuwait in light of some variables. Gulf Message Journal, (157), 79-100.
Al-Talhi, M., & Al-Daadi, M. (2023). The Arab dimension concepts in social studies curricula for the secondary stage in light of the pillars of Saudi Arabia's vision 2030. Journal of the Educational Society for Social Studies, (140), 411-470.
Adel, L. (2023). "Al-Fajr" publishes the highlights of the eighth "OPEC" international conference... rich details about the future of oil and climate. Retrieved from: https://www.elfagr.org/4721827
Abdul Basit, H., Salam, B., & Al-Dawi, A. (2020). The impact of using digital images in teaching social studies on the development of some visual thinking skills for hearing-impaired students. Journal of Educational Sciences, Faculty of Education, Qena, (42), 413-434.
Abdul Baqi, H. H. (2015). The role and future of oil exports and their effects on the Saudi economy in light of current and expected challenges. Egyptian Journal of Commercial Studies, 39(1), 27-54.
Abdul Rahman, M., & Abdullah, M. (2020). Education Renaissance Strategy: From Planning to Evaluation. Egypt: Professional Experience Center for Management.
Al-Abdul Karim, R. B. H. (2020). Qualitative research in education (3rd ed.). Riyadh: Al-Rushd Library.
Al-Otaibi, N., & Al-Sawat, H. (2023). Teachers' perceptions of employing adaptive learning environments in the educational process. College of Education Journal, 39(2), 136-179.
Othman, R. B. M. (2017). The degree of inclusion of sustainable development concepts in the developed social studies and national education books in the Saudi general education in light of the requirements of national development plans (Unpublished master's thesis). Umm Al-Qura University, Mecca.
Al-Adwan, Z., & Dawood, A. (2022). Social studies and its teaching methods. Jordan: Dar Al-Yazouri for Publishing and Distribution.
Al-Adwan, Z., & Talafha, H. (2011). Environmental values included in social and national education books for the basic education stage in Jordan: An analytical study. Kuwait University Journal of Education, 25(99), 291-335.
Attia, M. A. (2015). Total quality and curriculum. Jordan: Dar Al-Manahij for Publishing and Distribution.
Eissa, A. M. (2018). The school curriculum and programs for gifted education. Jordan: Dar Ibn Al-Nafees for Publishing and Distribution.
Al-Qasim, W., & Aseeri, M. (2018). Curricula in light of contemporary global climates. Egypt: Rowabit for Publishing and Information Technology.
Qandilji, A. I. (2019). Research methodology. Oman: Dar Al-Yazouri for Publishing and Distribution.
Mujahid, F. A. (2021). Approaches, strategies, and modern methods in teaching and learning social studies. Egypt: Dar Al-Ta'leem Al-Jame'i.
Mohammed, F. A. (2017). The degree of inclusion of legal concepts in the developed social and national studies books in public education in light of the requirements of contemporary legal culture and the nature of Saudi society (Unpublished master's thesis). Umm Al-Qura University, Mecca.
Mahmoud, A. M. (2018). Effectiveness of employing learning objects within digital repositories in teaching social studies to develop technological enlightenment and creative thinking skills for hearing-impaired students in the preparatory stage. Journal of Educational Sciences - South Valley University, (35), 70-143.
King Abdulaziz City for Science and Technology. (2023). Technology transfer and localization in strategic sectors: Oil and gas. Retrieved from: https://kacst.gov.sa/internal/5316
Mustafa, A. M. (2016). Ministries of "Education" and "Energy" introduce oil culture into curricula. Retrieved from: https://wam.ae/ar/details/1395302462475
Moaad, S. M. (2022). Who owns the world's resources? Arab Banks Union Magazine, (500), 74-81.
Mousa, S. A. (2018). Evaluating the content of social studies curricula for the preparatory stage in light of the concept of citizenship and its impact on social peace. Mafahim Journal of Philosophical and Deep Human Studies, 1(1), 1-11.
Nazar, M. (2021). The role of educational curricula in achieving sustainable development (human geography as a model). Lark Journal of Philosophy, Linguistics, and Social Sciences, 2(41), 987-1012.
Education and Training Evaluation Authority. (2022). National framework for the general education curriculum standards in the Kingdom of Saudi Arabia (2nd ed.). Riyadh: Education and Training Evaluation Authority.
Ministry of Oil in the State of Kuwait. (2017). Petroleum culture. State of Kuwait: Ministry of Oil.
Ministry of Oil in the State of Kuwait. (2021). Fourth Petroleum Media Forum for the Gulf Cooperation Council countries. Retrieved from: https://www.moo.gov.kw/meeting_media4-ar.aspx
Wertz, E. (2022). Protecting oil wealth and supporting exports and productive capacity in the Kingdom of Saudi Arabia: Opportunities for Saudi Arabia to export green hydrogen enabling more cooperation with Europe and Asia. Gulf Insights Magazine, (171), 60-64.

Files

Share

How to cite

Statistics