This mixed-methods research study explored Saudi Arabian elementary science teachers’ perceptions about and conceptualizations of cultural factors (i.e., social, parental, and school) that influence students’ engagement with and learning of science. A descriptive and inferential analysis of survey data from 398 male and female teachers (with broad Saudi geographic representation) confirmed that cultural factors had the statistically greatest impact in the Northern and Eastern provinces and that intimating a close relationship between geographic region and teachers’ perceptions of cultural influence. A thematic analysis of qualitative interviews (N = 30) provided additional insight into the ways in which the teachers conceptualize the connection between culture and students’ science learning. They expressed the view that students’ immediate environment, everyday life, and exposure to technology augmented their science learning while their home culture, media, and faith interfered with the same. The results and findings of this study are relevant to Saudi science education teachers, policy makers, and curriculum developers.

这项混合方法的研究探索了沙特阿拉伯基础科学教师对影响学生参与和学习科学的文化因素（即社会，父母和学校）的理解和概念化。对来自398位男教师和女教师（具有广泛的沙特阿拉伯地理代表）的调查数据进行的描述性和推论性分析证实，文化因素在北部和东部省份中具有统计学上的最大影响，并且表明地理区域与教师的认知之间存在密切的关系。文化影响力。定性访谈的主题分析（N = 30）提供了关于教师如何将文化与学生的科学学习之间的联系概念化的更多见解。他们认为，学生的直觉环境，日常生活和对技术的接触增加了他们的科学学习，而他们的家庭文化，媒体和信仰对此产生了干扰。这项研究的结果和发现与沙特科学教育老师，政策制定者和课程开发者有关。