مستوى تضمين مهارات القرن الحادي والعشرين في كتاب العلوم للصف الثالث الأساسي في الأردن

Hana Najim  Abdullah; Ahmed Hassan  Ayaserh

doi:10.35516/edu.v50i3.2704

Authors

Hana Najim Abdullah Department of Supervision and Training, Ministry of Education, Amman, Jordan https://orcid.org/0000-0002-9470-680X
Ahmed Hassan Ayaserh Department of Curriculum and Instruction, Faculty of Education, The World Islamic Sciences and Education University, Jordan

DOI:

https://doi.org/10.35516/edu.v50i3.2704

Keywords:

Twenty-first century skills, science books, third grade

Abstract

Objectives: The study aims to reveal the extent of including 21^st century skills in the science textbook for the third grade in Jordan.

Methods: The descriptive analytical method was adopted, and a content analysis tool has been designed. It consisted of (47) items that symbolized 21^st century skills and represented learning and innovation skills, IT literacy skills, and career and life skills. The analysis tool was applied to the first and second parts of the science textbook. The inclusion of 21^st century skills was rated as very high (91%-100%), high (71%-90%), medium (51%-70%), low (31%-50%), and very low (30%- 0%).

Results: The results showed that learning and innovation skills had the highest percentage among the 21^st century skills in the science textbook for the third grade, as the percentage was (48.3%) and the level of inclusion was low. On the other hand, career and life skills were in the second rank, and their percentage was (14.5%), with a very low inclusion level, while IT and media literacy skills had the lowest percentage (1.9%), and the level of inclusion is very low.

Conclusions: This study concluded that 21^st century skills in general were at a low level. The study recommended designing development and enrichment activities for the skills of the 21^st century, by providing the textbook with activities and academic tasks that take these skills into account.

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