An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry

Autor/inn/en	Aldahmash, Abdulwali H.; Mansour, Nasser S.; Alshamrani, Saeed M.; Almohi, Saeed
Titel	An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry
Quelle	In: Research in Science Education, 46 (2016) 6, S.879-900 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-015-9485-7
Schlagwörter	Science Activities; Foreign Countries; Middle School Students; Textbooks; Workbooks; Inquiry; Scientific and Technical Information; Physical Sciences; Earth Science; Biological Sciences; Chemistry; Science Instruction; Science Education; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Textbook; Text book; Schulbuch; Lehrbuch; Arbeitsbuch; Natural sciences; Naturwissenschaften; Naturwissenschaft; Earth sciences; Geowissenschaften; Abwasserbiologie; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Saudi-Arabien
Abstract	This study examines Saudi Arabian middle school science textbooks' coverage of the essential features of scientific inquiry. All activities in the middle school science textbooks and workbooks were analyzed by using the scientific inquiry "essential features" rubric. The results indicated that the essential features are included in about 59% of the analyzed science activities. However, feature 2, "making learner give priority to evidence in responding to questions" and feature 3, "allowing learner to formulate explanations from evidence" appeared more frequently than the other three features (feature 1: engaging learner in scientifically oriented questions, feature 4: helping learner connect explanations to scientific knowledge, and feature 5: helping learner communicate and justify explanations to others), whether in the activities as a whole, or in the activities included in each of the four science domains (physical science, Earth science, life science and chemistry). These features are represented in almost all activities. This means that almost all activities in the middle school science textbooks and the workbooks include features 2 and 3. Meanwhile, the mean level of inclusion of the five essential features of scientific inquiry found in the middle school science textbooks and workbooks as a whole is 2.55. However, results found for features 1, 4, 5 and for in-level inclusion of the inquiry features in each of the science domains indicate that the inclusion of the essential inquiry features is teacher-centred. As a result, neither science textbooks nor workbooks provide students with the opportunity or encouragement to develop their inquiry skills. Consequently, the results suggest important directions for educational administrators and policy-makers in the preparation and use of science educational content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01