The purpose of this study was to investigate experienced science teachers' perceptions regard integrating literacy and technology while teaching science at an elementary level. A concept map and rubric were developed based on the TPACK model to assess teachers' understanding and an in-depth interview technique was used to collect more data from the teachers. For the analysis, the concept map was graded based on the rubric and in-depth interviews were thematically analyzed. The data indicated that teachers have a negative perception about integrating technology and literacy in their classes, due to several barriers. This paper concludes with recommendations to facilitate the use of technology and literacy when teaching science in the elementary schools in Kuwait.

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.

The call to reform education systems is being heard in many countries around the world. The purpose of this study is to develop and apply a framework that captures some of the essential qualities of the knowledge required by teachers for effective pedagogical practice in a technology-enhanced educational environment using technology and pedagogy content knowledge (TPACK). A TPACK Short and Quick (TPACK-SQ) survey questionnaire was used to explore and assess 244 in-and pre-service science and mathematics teachers in Kuwait. The results of the survey showed that in-service teachers needed help with some aspects of TPACK. Therefore, a workshop was developed and 57 in-service teachers were enrolled and trained based on the TPACK-SQ model. The results of posttests for their knowledge were significantly positive as against pretests. The workshop thus provides a rich example of how to support the implementation of essential elements of the TPACK-SQ model.

The aim of this study is to determine the representation of the areas of educational objectives (cognitive, psychomotor, and emotional) measured by the science, chemistry, physics, and biology (2018-2019) examination questions in the State of Kuwait (objective, categorical) and the availability of science operations. Content analysis was used as a method to analyze the final examinations in the lens of the three educational objectives domains. The results of the study showed that the number of questions of the science subjects (chemistry, physics, and biology) for the second semester of the academic year 2018-2019 was 136 questions as 46, 48, and 42and that the average of all questions focused on questions related to lower cognitive levels. The study concluded with a set of recommendations to develop the process of final examinations for secondary schools and to rethink about the process of evaluating students with science concepts rather than limiting the subjects to sets of information from textbooks.

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