Zubaida Abdullah Ali saleh Al-dhalei*
Co-Professor of Curricula and Instruction, Faculty of Education, Najran University, Najran, Saudi Arabia
Volume: 16 | Issue: 4 | Pages: 116-129 | December 2024-|-https://doi.org/10.54940/ep90872032-|-PDF
Received:-23/7/2023-|-Received:-8/10/2023-|-Accepted:-18/10/2023
*Corresponding Author:-[email protected]
Abstract
The study aimed to analyze high school Chemistry textbooks in the light of requirements of the Academic Competencies for the International Program for Student Assessment "PISA" in the Kingdom of Saudi Arabia. The tool of analysis consisted of Academic Competencies for the International Program for Student Assessment "PISA". The author followed an analytical descriptive approach and the analysis included only the first grade of high school textbook, 2022 edition. The analysis revealed that the requirements of the Academic Competencies for the International Program for Student Assessment "PISA" were included in the Chemistry textbook for the first grade of secondary school in Chemistry textbooks by 94%, 91%, and 85% respectively For fields (scientific issues, scientific evidence, scientific explanation of phenomena). The Most of the chapters of the book include adequacy (scientific issues, scientific evidence, scientific explanation of phenomena) in the field of scientific knowledge for the requirements of the International Program for Student Assessment "PISA", It is the (first, third), (fifth), and (fourth) chapters of the book, respectively, it is recommended that the Academic Competencies for the International Program for Student Assessment "PISA" to be included intensively in the Chemistry textbook for the first grade of secondary school, especially in the second chapter.
Keywords
High school, textbooks, scientific issues, scientific evidence, scientific explanation of phenomena.
How to Cite
Al-dhalei, Z. A. A. (2024). Analyze of High School Chemistry textbooks in the light of the Academic Competencies for the International Program for Student Assessment "PISA".-Journal of Umm Al-Qura University for Educational and Psychological Sciences, 16(4),-116-129.-https://doi.org/10.54940/ep90872032
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/-