Abstract
The current study aims at detecting the essential and integrated science process skills in the first three grades of the primary education in Jordan using the analytical and descriptive Method. The study population consists of the science textbooks of the first three grades in the primary education in Jordan in 2015/2016.The sample of the study is its population. The study has shown that the most basic science process skills included in the science textbooks is the observation process. The textbooks also include all the integrated science process skills, and the experimental process is the most frequent one. However, the books do not include the processes of using time and place elations and the connection process. According to its results, the study has recommended the following. The process of using numbers in the science textbooks of the first grade, and also the processes of using time and place processes, and connections process in the first three grades science books along with the basic science process skills in an organized and balanced form, in the first three grades should be included, it also suggests conducting a study about the evaluation of the first three grades teachers, and the changes in the science textbooks of the first three grades in Jordan.
Highlights
The curriculum is considered as the tangible interpretation of the purposes existing in the teaching process and forms a clear picture of its level
The study has shown that the most basic science process skills included in the science textbooks is the observation process
As a result of the cognitive and practical importance of science processes in teaching sciences and their direct impact on the students understanding of scientific concepts (Abu Aathirahn, 2012; Chine, Brown, & Bruce, 2002). They should be effectively included in the basic stage science textbooks as they are on important criterion whose influence cannot be neglected on the success of the school textbook in the accomplishment of a successful scientific curriculum, not just a curriculum which talks about sciences (Zaytoon, 2010)
Summary
The curriculum is considered as the tangible interpretation of the purposes existing in the teaching process and forms a clear picture of its level. The curriculum guidelines should emphasize students’ performance of science processes represented in mental and practical activities and practices which all form the perception of sciences through science textbooks in the first grades, students, through them, student’s form their knowledge and acquired the necessary experience for the problems which face them and develop their intellectual and social capabilities (Ministry of Education, 2014) They are procedural processes which form the student’s mind habits. Bronze pointed out the necessity for science processes to be the purpose of learning in childhood stage and as the basic stage is considered as one of the most important stages by all categories of society and its institutions as they affect students attitudes towards science and achievement tests (Department of Education, UK, 2009) This requires the continuity of analysis to determine their appropriateness for students’ maturity, their levels and their linguistic and mental capabilities (Banikhelef, 2001). They should be effectively included in the basic stage science textbooks as they are on important criterion whose influence cannot be neglected on the success of the school textbook in the accomplishment of a successful scientific curriculum, not just a curriculum which talks about sciences (Zaytoon, 2010)
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