Over emphasis on scientific processes contained in scientific teaching activities of science books for the first four rows from the stage of basic education

In Jordan

Abstract

The aim of the study is to investigate the extent of utilizing the processes of science (observing, classifying, inducting, communicating, measuring, using space-time relationships, and using numbers in science) contained in the instructional science activities through the science textbooks in the first four classes as indicated by the general goals of science teaching in the first four classes in the basic stage in Jordan. The sample of the study is the population itself and it consisted of (190) instructional science activities.  The science processes were analyzed by using a valid instrument specially designed for the purpose of this study. The percentage agreement between the two referees who analyzed the activities was 93%.

The results of the study indicate that the instructional science activities were not equally distributed among the analyzed science textbooks, and they increased according to the grade of the class, except for the number of the science activities in the second grade, which were less than those found in the first grade. The results also indicate that two of the science processes (using space-time relationships, and using numbers in science) did not exist in the analyzed science textbooks.

The study recommends that the two science processes mentioned above should be included in the science textbooks in the first four classes during the basic stage in Jordan.