Amirah Saad ALZahrani*
Assistant Professor of Curriculum and Science Teaching Methods, University of Bisha, Bisha, Saudi Arabia
Volume: 16 | Issue: 3 | Pages: 228-241 | September 2024-|-https://doi.org/10.54940/ep51257431-|-PDF
Received:-29/1/2023-|-Revised:-14/3/2023-|-Accepted:-16/5/2023
*Corresponding Author: [email protected]
Abstract
The study aimed to identify the degree to which science textbooks include 21st-century skills based on the common dimensions of the Education and Training Evaluation Authority using a descriptive analytical approach and a content analysis tool. The tool included (30) indicators distributed across (6) fields: critical thinking and problem solving, creative thinking, using technology, communication, cooperation, social contribution, and self-learning. The study sample consisted of science textbooks for the intermediate stage for both semesters (first and second), totaling (6) books. The study results showed that the degree to which science textbooks include 21st-century skills was average, with the science books for the third intermediate grade achieving the highest rate, followed by the science books for the second intermediate grade, and then the science books for the first intermediate grade. The skill of critical thinking and problem solving ranked first (42.7%), followed by the skill of using technology (19.1%), the skill of self-learning (12.7%), the skill of cooperation and social contribution (11.2%), the skill of communication (7.8%), and finally, the skill of creative thinking ranked last (6.1%). The study recommended that experts and developers of science textbooks pay attention to 21st-century skills to help learners face life challenges.
Keywords
The 21st Century Skills, Science Books, Common Dimensions, Intermediate Stage, Education And Training Evaluation Authority.
How to Cite
ALZahrani, A. (2024) The Degree of Inclusion of Middle School Science Textbooks of 21st-Century Skills in Light of the Common Dimensions of The Education and Training Evaluation Commission,-Journal of Umm Al-Qura University for Educational and Psychological Sciences, 16(3),-228-241.-https://doi.org/10.54940/ep51257431
License
1658-8177/© 2024-by the Authors. Published by-J. Umm Al-Qura Univ. for Edu. and Psychological Sci.-This is an open-access article distributed under the terms and conditions of thehttps://creativecommons.org/licenses/by-nc/4.0/-