International Journal of Educational and Psychological Studies

Volume 11 - Issue 5 (7) | PP: 1034 - 1050 Language : العربية
DOI : https://doi.org/10.31559/EPS2022.11.5.7
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An Evaluation of Developed Science Textbooks (Collins) and Previous Textbooks for the Basic Stage in Light of the Implications of Twenty-First Century Skills

Maysoon Turki Elkhawaldeh ,
Hasan ALnaji Banidome
Received Date Revised Date Accepted Date Publication Date
20/4/2022 1/5/2022 16/5/2022 21/10/2022
Abstract
The study aimed to evaluate developed science Ttextbooks (Collins) and previous textbooks for the basic stage in light of the implications of twenty-first-century skills from teachers' perspectives in Jordan. The study uses the descriptive survey method. The study sample consisted of 454 male teachers selected in the random stratified method. A questionnaire prepared specifically for the purpose of this study was used, and the validity and reliability of the instrument were confirmed. The study was applied in the first semester of the scholastic year 2021/2022. The results showed that the level of availability of twenty-first-century skills in the developed science textbooks (Collins) was in intermediate with an average of 3.48. In previous science textbooks, it was also intermediate with an average of 2.70. The results also indicated that there are statistically significant differences in teachers' responses to the availability of skills in the twenty-first century in advanced science textbooks (Collins) and previous textbooks in favour of the developed science textbooks (Collins). The study recommended that the attention of decision-makers be drawn to the need to revisit the Collins Textbooks for the basic stage and to enhance the availability of skills in the twenty-first century.


How To Cite This Article
Elkhawaldeh , M. T.& Banidome , H. A. (2022). An Evaluation of Developed Science Textbooks (Collins) and Previous Textbooks for the Basic Stage in Light of the Implications of Twenty-First Century Skills. International Journal of Educational and Psychological Studies, 11 (5), 1034-1050, https://doi.org/10.31559/EPS2022.11.5.7

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