Content Analysis of Omani Developed Science Curriculum for Grades (1-6) in Terms of STEM Standards

Abstract

Objectives:This study aimed at investigating the level of inclusion of STEM standards in the content of Omani science curriculum for Grades (1-6).

Methodology:Regarding relevant literature, a list of STEM standards was compiled and transformed into a content analysis tool. It featured six main standards, each divided into forty-one indicators. After confirming its reliability and validity, the study thoroughly examined both pupils and activity books for grades 1-6, covering the first and second semesters with twenty-four books.

Results:According to the five-level classification scale (extremely low, low, moderate, high, and exceedingly high), the study findings revealed that the overall level of inclusion was (low-26.5%). The ranking of inclusion levels for the standards was descending as follows: “Integration of science, technology, engineering and mathematics” (exceedingly high-69.5%); “Inquiry and thinking methods” (moderate-37.2%); “Use of comprehensive and authentic evaluation tools” (moderate-33.2%); “Connecting students’ learning with their local community” (low-26.1%); “Augmenting learning and teaching with computer programs” (extremely low-3.8%); and “Implementing engineering design” (extremely low-1.9%). Regarding the inclusion of all STEM standards for each grade, it was (low) for grades (1-4) as they arranged as follows: (fourth 28.5%, third 23.8%, second 21.7%, and first 19.2%). However, the percentages were at a (moderate) level for the other two grades (fifth 31.3% and sixth 29.7%).

Conclusion:The study recommended a stronger emphasis on incorporating STEM standards into curricula, ensuring a balanced inclusion of these standards.

Keywords:  Curriculum content analysis, Science curriculum, STEM standards, Sultanate of Oman.