Implementing NGSS practices in primary science classrooms: Lessons from an Arab context for advancing global science education

Mohamed A. Shahat 1 * , Sulaiman M. Al-Balushi 1, Nasser Mansour 2, Khalsa Al Bahri 3
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1 Department of Curriculum and Instruction, College of Education, Sultan Qaboos University, Muscat, OMAN
2 College of Education, Qatar University, Doha, QATAR
3 Ministry of Education, Muscat, OMAN
* Corresponding Author
EUR J SCI MATH ED, Volume 14, Issue 3, pp. 449-470. https://doi.org/10.30935/scimath/18786
Published: 20 June 2026
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ABSTRACT

The effective implementation of the next generation science standards (NGSS) practices is widely recognized as central to promoting scientific literacy and early development of critical thinking skills in primary education. Grounded in constructivist learning theory and inquiry-based science education, this study addressed the limited empirical understanding of how teachers in non-NGSS contexts interpret and report their engagement with science and engineering practices (SEPs). The study employed a qualitative research design, using semi-structured interviews to examine teachers’ self-reported perceptions of the frequency, nature, and challenges associated with implementing the eight NGSS-aligned SEPs. The sample comprised 12 primary science teachers teaching grade 4-grade 6 in Omani schools. Data were analyzed thematically to identify patterns in teachers’ reported practices and perceived constraints. The findings indicated that practices such as planning and carrying out investigations and analyzing and interpreting data were reported as more frequently enacted, reflecting alignment with inquiry-based instructional approaches. In contrast, practices including asking questions, developing and using models, and engaging in argument from evidence were reported less consistently. Teachers identified limited resources, time constraints, and variability in students’ abilities as key challenges influencing their engagement with NGSS practices. Overall, the study provides insight into teachers’ professional reasoning and perceived enactment of NGSS-aligned practices within a centralized and examination-driven educational context. The findings underscore the need for targeted professional development, structured instructional frameworks such as claim-evidence-reasoning, and improved resource support to strengthen the implementation of epistemically demanding NGSS practices in primary science classrooms.
Keywords: next generation science standards, primary science education, inquiry-based learning, scientific literacy, teacher professional development

CITATION

Shahat, M. A., Al-Balushi, S. M., Mansour, N., & Al Bahri, K. (2026). Implementing NGSS practices in primary science classrooms: Lessons from an Arab context for advancing global science education. European Journal of Science and Mathematics Education, 14(3), 449-470. https://doi.org/10.30935/scimath/18786

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