Abstract
This research aimed to investigate the extent to which the interactive international curriculum is included in the “Child’s Scientific Activities” issued by the Ministry of Education in Jordan, for the kindergarten stage according to the global criterion (NRC). In order to answer the study questions, an instrument was developed to measure the extent of including the interactive international curriculum “The Child’s Scientific Activities” for the Kindergartens’ stage in the scientific concepts. The instrument consisted of scientific concepts that involved three basic aspects, the physics sciences aspects, Biological Sciences aspects and Earth and space aspects. The number of concepts was (20) scientific concepts. The instrument’s validity was tested through introducing it to specialists’ reviewers. Also the stability analysis was tested by re-analysis; the stage time span between the analyses was one month. The statistic data and frequencies were used to investigate the availability of the scientific concepts in the interactive international curriculum for the kindergarten stage, depending on the study instrument which was built for the study’s purposes, and to investigate the suggested scientific concepts to be included in the curriculum. The study results showed a list of suggested scientific concepts to be included in the curriculum. Also, the results exhibited the availability of the scientific concepts in the curriculum (16) scientific concepts from (20) concepts, by (80%) According to the results, the study recommended the kindergarten curriculum designers to include the suggested scientific concepts, and to be presented in a structural balance, and in depth to be appropriate to the developmental characteristics at the kindergarten stage.
Highlights
1.1 Introduce the ProblemThe effective education investment should include educational plans from which emerge the curricula that satisfy the child’s needs, to develop his capabilities, and to fulfill his desires
The statistic data and frequencies were used to investigate the availability of the scientific concepts in the interactive international curriculum for the kindergarten stage, depending on the study instrument which was built for the study’s purposes, and to investigate the suggested scientific concepts to be included in the curriculum
The concepts help in orienting, predicting and planning for any activity, they allow the organization and connection between the groups of the things and events, learning the appropriate scientific concepts helps the children in understanding and investigating many things that attract their attention to the environment, they increase their ability to use the information in problem solving situations (Vygotsky, 1987, pp. 99-101)
Summary
1.1 Introduce the ProblemThe effective education investment should include educational plans from which emerge the curricula that satisfy the child’s needs, to develop his capabilities, and to fulfill his desires. The concepts help in orienting, predicting and planning for any activity, they allow the organization and connection between the groups of the things and events, learning the appropriate scientific concepts helps the children in understanding and investigating many things that attract their attention to the environment, they increase their ability to use the information in problem solving situations Learning the scientific concepts has great importance and many benefits, since they help the students in increasing their understanding of the scientific materials and the nature of the science, because they are more stable, and less subject to change than the information based upon a set of limited facts and information (Beaty, 2006). The basic concepts link between the facts, and clarify the relations, they allow the link between www.ccsenet.org/ies
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