New Perspectives in Science Education

The focus of the study has emphasised on Kuwait and Scotland which involved primary school pupils ages 9-12, primary school teachers and individuals involved in informal science education. The study aimed at identifying perceptions and attitudes, along with the landscapes of informal science education and how different cultures impact the way it is approached.

Certainly, selecting Kuwait and Scotland seem to have provided an interesting comparison, particularly given that Kuwait has done much in recent years to develop science education in the state (UNESCO, 2011), as well as the UK, which have invested in fostering an effective landscape in informal science education in the country. Conducting a cross-cultural study has also allowed for issues to be examined that perhaps would not have been otherwise (King and Horrocks, 2010, p. 70). Within the research, a number of key hurdles have been identified, in both countries, particularly in the manner in which informal science education is organised and managed. By comparing Kuwait with Scotland it is possible to see that there is much evidence that cultural divergence plays a crucial role in education and in particular informal science education.