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首页> 外文期刊>Journal of Education and Practice >Content Analysis of Science Books for Upper Primary Stage in Jordan and Intermediate Stage in Saudi Arabia from an Islamic Perspective: Analytical Comparative Study
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Content Analysis of Science Books for Upper Primary Stage in Jordan and Intermediate Stage in Saudi Arabia from an Islamic Perspective: Analytical Comparative Study

机译：伊斯兰视角下约旦初中和沙特阿拉伯初中阶段科学书籍的内容分析：分析比较研究

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This study aims to identify the current situation of science books in Jordan and Saudi Arabia from an Islamic perspective. For this end, the content analysis approach has been used through the analysis of the unit concept in the science books for the seventh, eighth and ninth grades in the academic year (2015/2016) in Jordan and Saudi Arabia. The Researchers set an instrument to investigate the dimensions of the Islamic Perspective in the targeted books. The tool consisted of (28) signs, that cover five main dimensions. The content analysis indicated that the dimension of the field “presenting Islamic evidence and Norms” came in the first place among Jordanian and Saudi books since it had 39 frequencies in the Jordanian books with the percentage of 65%, compared to 52 frequencies in the Saudi Science Books, with a percentage of 49.06%. By contrast, the other dimensions (fields) showed a low citation percentage in the Jordanian and Saudi books alike. In the last place for the Jordanian books came the dimension “Man’s relationship with the universe” with three frequencies (5%). On the other hand, in the last place of the targeted Saudi books came the dimensions “observing the scientific method in thinking” and “developing the Islamic attitudes and values” with 5 frequencies for each (4.72%).The results also showed a significant difference at (α≤0.05) between the dimensions of the Islamic perspective included in the content of science books. This difference can be attributed to the ‘grade’ variable in favor of the upper grades compared to the lower ones in the Jordanian books, and in favor of the second intermediate class in comparison with the first and third intermediate classes in Saudi books.On the other hand, the results revealed the inclusion of the Islamic perspective dimensions on the whole scale in favor of the Saudi books compared to the Jordanian ones: there were 106 frequencies in the Saudi books compared to only 60 frequencies in the Jordanian books. In light of the abovementioned results, the researchers recommend the development of the content of science books in Jordan and Saudi Arabia so that they can contribute to Islamic rooting in the scientific knowledge. The researchers also recommends that these books observe integration and follow-up in the inclusion of the Islamic perspective dimensions in science books.
机译：这项研究旨在从伊斯兰的角度确定约旦和沙特阿拉伯科学书籍的现状。为此，通过对约旦和沙特阿拉伯学年（2015/2016）的七年级，八年级和九年级的科学书籍中的单元概念进行分析，使用了内容分析方法。研究人员设置了一种工具，用于研究目标书籍中的伊斯兰观点的维度。该工具由（28）个标志组成，涵盖五个主要方面。内容分析表明，“呈现伊斯兰证据和规范”领域的规模在约旦和沙特书籍中排名第一，因为约旦书籍中有39个频率，占65％的比例，而沙特阿拉伯为52个频率科学书籍，占49.06％。相反，在约旦和沙特的书籍中，其他维度（字段）的引用率均较低。在约旦书中，最后一个维度是“人类与宇宙的关系”，它具有三个频率（5％）。另一方面，在目标沙特书籍的最后位置出现了“观察科学方法”和“发展伊斯兰的态度和价值观”的维度，每个维度有5个频率（4.72％）。结果也显示出显着的意义。科学书籍内容中包含的伊斯兰观点维度之间的差异（α≤0.05）。这种差异可以归因于``等级''变量，与约旦书本中的低年级相比，它偏爱高年级，与沙特书籍中的第一和第三中级相比，偏爱第二中产阶级。另一方面，研究结果表明，与约旦书本相比，伊斯兰观点维度在整个范围内都被包括在内，有利于沙特书：沙特书中有106种频率，而约旦书中只有60种频率。根据上述结果，研究人员建议在约旦和沙特阿拉伯发展科学书籍的内容，以便它们可以促进伊斯兰在科学知识中的扎根。研究人员还建议这些书在将伊斯兰观点维度纳入科学书中时，应注意融合和后续活动。

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