The extent to which the principles of constructivist theory are embedded in science and life textbooks for the higher-basic stage in Palestine

Abstract

The study aimed to identify the extent to which the principles of constructivist theory are included in science textbooks for the higher-basic stage (7-9) in Palestine. The study followed the descriptive analytical approach. The study population consisted of all science and life books for the higher-basic stage (7-9) approved by the Palestinian Ministry of Education for the academic year (2022/2023). The sample consisted of science and life books for the seventh grade in its two parts (first and second). To achieve the objectives of the study, a tool was built consisting of (7) main principles and (23) indicators of the principles of constructivist theory. The results showed that the science and life books for the higher-basic stage in Palestine included the principles of constructivist theory to a very high degree. With varying proportions and frequencies, as the total repetition of the indicators of the principles of the constructivist theory reached (1179) times, the principle of "change in the structure of knowledge" was ranked first, with a frequency of (382) times, with a rate of (32.4%), among the seven principles. In the second rank, the principle of "building self-knowledge" was repeated (261) times, and the principle of "social context" came in the last rank, with (15) repetitions, with a percentage of (1.2%). Based on the results, the researchers made several recommendations, such as developing science and life books with the help of specialists in the field of social education.