Abstract

This study aimed at detecting the degree to which the science and life textbook for third grade in Palestine included the next generation of science standards and cognitive domain within it. The study used the content analysis card tool designed according to a group of (NGSS). The tool's reliability and validity were confirmed. The study adopted the descriptive analytical method. The results showed that the field of "Disciplinary Core Ideas" came first, with a remarkably high percentage of (65.6%), while the field of "Crosscutting Concepts" came second, with a low percentage of (20.4%). The field of "Science and Engineering Practices" ranked third, with a low percentage of (14%). They also demonstrated that there is a marked disparity when applying the levels of Bloom’s taxonomy through which the next generation of science standards (NGSS) appeared. More accurately, the lower-level cognitive skills (remembering and understanding) hit a high percentage of (89.9%), compared to the higher-level cognitive skills (applying, analyzing, creating, and evaluating) that posted a significantly low percentage of (10.1%).