English abstract
The current study aimed to identify the researches trends in science education in Sultanate of Oman, and to find out if there were significant differences at the level of 0.05 ≥α ) between published researches and theses in the field of curriculum development and science teaching, As well as in the gender variable of the researcher (male/female). The study sample consisted of 320 published researches and Theses. The bibliometric approach was used with content analysis card which included (11) standards: the study stage, the field of science, the researcher sex, the nationality of the researcher, the geographical location, the methodology, the study sample, the type of study, Educational return. Validity of the tool was verified by finding the percentage of agreement of all standards of the content analysis card using the Cooper equation, where the value was 96.7%. The Reliability of the instrument was calculated according to the analysts using the Holsti's equation.The findings showed that most of studies targeted the basic education stage by 53%. The most research and theses dealt with the general sciences field by 71%. The number of males over females in the research and theses was 52%. The number of Omani researchers is more than the number of non-Omani researcher around 83%. Most of the researches and these in Muscat Governorate were concentrated by 24% compared to the 10 governorates. Moreover, the experimental and semi-experimental approaches ranked first among the other curricula by 47.2%. The sample of the study focused on males and females together with 41%. , In terms of the type of study, the master's thesis has topped the list with 49%.as well as the results showed that the test was the most widely used tool and the Individual work is more effective than teamwork approximately 71%. The most important research and letters are focused on professional return from (teaching methods, training programs, and interactive programs) by 50%. The results showed that there were no statistically significant differences at the level of 0.05 α between the published research and theses in the field of curriculum development and the field of science teaching. Also, the result showed that there were statistically significant differences at the level of 0.05≥α) between the published researches and theses of university's letters due to the sex variable of the researcher (male/female).
