Author Information
Alya Alshehhi, United Arab Emirates University, United Arab EmiratesShaikha Al Zaabi, United Arab Emirates University, United Arab Emirates
Ahmad Qablan, United Arab Emirates University, United Arab Emirates
Reka Noemi Bekka, United Arab Emirates University, United Arab Emirates
Abstract
This study examines the representation of the history of science (HOS) in the United Arab Emirates (UAE) Cycle 2 science textbooks (Grades 5–8). Drawing on Bandura’s Social Cognitive Theory, this exploration examines how textbook narratives influence students’ perceptions of science as a human, social, and evolving enterprise. A qualitative document analysis was conducted on the Inspire Science series (McGraw-Hill Education), employing the History of Science Instructional Scale to evaluate conceptual, procedural, and contextual dimensions. The analysis reveals that HOS is minimally and unevenly integrated. Life science and astronomy topics (e.g., evolution, geologic time) provide some historical framing, whereas physics and chemistry largely omit it. When references are included, they're usually short and factual, mainly featuring Western male scientists, with limited acknowledgment of women, Arab, or non-Western contributions. Contextual dimensions, especially those tied to cultural, ethical, and social factors, are significantly underdeveloped, with many units scoring close to zero. Although Grade 8 materials incorporate relatively more HOS, the overall coverage remains superficial, portraying science as static rather than dynamic. The findings highlight a missed opportunity to foster scientific literacy, critical thinking, and inclusivity. Researchers suggest incorporating diverse historical accounts, linking them to inquiry-based activities, and providing teachers with the resources to integrate HOS throughout the science curriculum effectively.
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