The main intent of the study was to determine the percentage of fossil energy concepts inclusion in the content of developed science curricula for secondary grades in the kingdom of Saudi Arabia. In order to render such a purpose, the researcher used the analytical surveying method and designed a list for fossil energy concepts that was validated by some specialists in the field. Based on that, the researcher designed a content analysis tool that helped analyze the content of 21 science textbooks. The main findings of the study included: 1) the inclusion percentage of scientific fossil energy concepts in science textbooks was (39.6%), (20.5%) for economic fossil energy concepts, (20.4%) for environmental fossil energy concepts, and (19.5%) for social fossil energy concepts. 2) chemistry textbooks was in the first rank since the inclusion percentage was (47.6%), then biology textbooks (18.9%), physic textbooks (13.4%), ecology textbooks (11.1%), and finally, geology textbooks (9 %). Based upon these results, the study recommended reviewing and developing the content of current science curricula by including the concepts of fossil energy based on both the dimensions proposed in this research in accord with a mechanism that can be relied on in the adoption of the standards of sequence, integration, balance and continuity. (Published Abstract)
للمزيد من الدقة يرجى التأكد من أسلوب صياغة المرجع وإجراء التعديلات اللازمة قبل استخدام أسلوب (APA) :
الأحمدي، علي بن حسن بن حسين. (2018). مستوى تضمين مفاهيم الطاقة الأحفورية في محتوى مناهج العلوم المطورة للمرحلة الثانوية بالمملكة العربية السعودية . رسالة التربية وعلم النفس. ع. 60، مارس 2018. ص ص. 117-144 تم استرجاعه من search.shamaa.org .