Scientific Value System Integrated in First Grades Basic Stage Science Textbooks in Jordan

Abstract

The purpose of the study was to propose a list of
scientific values to be integrated into the science textbooks of
first basic stage in Jordan, and to investigate their
availability, sequence, and integration in these science
textbooks. To achieve the purpose of the study, the researcher
developed an instrument to analyze the scientific values using
the structural approach. The reliability and validity of the
instrument were established and ensured. A descriptive
approach was applied in analyzing the three science
textbooks. The study revealed the following results: eight
scientific values were proposed (namely, curiosity, scientific
integrity, acceptance of criticism, giving careful judgments,
science ethics, scientific thinking, appreciating science and
respecting scientists); detecting a mediating percentage of
Behavioral aspect for the scientific values which was 64.86%
in the all science textbooks; science textbooks richness in
scientific values at a rate of 91.67%; and a low sequence level
of scientific values integrated in the science textbooks (only
50%). No significant differences (α= 0.05) were found in the
integration level between the two sections of the science
textbooks for the first basic grade. No significant differences
(α= 0.05) was found in the integration level between the two
sections of the science textbooks for the second basic grade.
No significant differences (α= 0.05) were found in the
integration level between the two sections of the science
textbooks for the third basic grade. No significant differences
(α=0.05) were found in the integration level of the science
values between the two science textbooks for the first and
second basic grades. No significant differences (α=0.05) were
found in the integration level of the science values between the
two science textbooks for the second and third basic grades.
No significant differences (α=0.05) were found in the
integration level of the ethics of science between science
textbooks for the total three basic grades. Significant
differences (α= 0.05) was found in the integration level of
science ethics value between the two science textbooks for the
second and third basic grade. Significant differences (α=0.05)
was found in the integration level of science ethics value
among the science textbooks of all of the basic stage grades.