The Level of the Inclusion of the Essential Features of Scientific Inquiry in Saudi High School Physics Textbook Activities

Abstract

This paper aimed to identify the inclusion of the essential features of scientific inquiry in the tenth and twelfth grade physics textbook activities and comparing the results with the results of the eleventh grade activity analysis revealed by Alshamrani (2012). Content analysis was used through the use of the analysis protocol developed by Alshamrani based on the rubric of the essential features (NRC, 2000). The population and sample consist of all activities in all high school physics textbooks (132 activities). The results indicated that most activities focus on three features "posing scientifically oriented questions", "giving priority to evidence in responding to questions", and "formulating explanation from evidence". These three features included in all activities and 88% in the tenth grade textbooks; and all activities and 87% in the twelfth grade textbooks. Moreover, the results revealed that the activities do not focus on the rest of the features. Furthermore, the results indicated unbalanced inclusion in the levels of the essential features; some features are included in their lower levels whereas some others included in their higher levels. In addition, the results revealed significant differences in the inclusion of “connecting explanations to scientific knowledge” in favor of the eleventh grade. The results also revealed significant differences in the level of the inclusion for the second level in favor of the eleventh grade and for the fourth level in favor of the tenth grade.