مدى تضمن كتب العلوم والحياة للمرحلة الأساسية في فلسطين لمعايير nses ومدى اكتساب طلبة الصف الرابع لها
This study aimed at examining the extent of inclusion of NSES standards in Science and Life books of elementary stage in Palestine, and the level of their acquisition by fourth grade students. To achieve the aims of the study, the analytical descriptive approach was adopted, where the researcher translated a list of the National Science Education Standards (NSES), content-related standards, for the third and fourth grades in the following areas (Science as Inquiry, Physics, Life Sciences, Earth and Space Sciences, and Science and Technology). The translation of the list was arbitrated to be used as an analysis tool to examine the availability of these standards in books' content. The study tools contained the following: a list of (NSES), content analysis card, and a test for measuring the acquired (NSES) standards included in Life and Science books for third and fourth grades by fourth grade students. The study sample was divided into two categories; the first one consisted of (4) books of Life and Sciences subjects specified for third and fourth grade students during the scholastic year (2017/2018). The second category consisted of (574) male and female students from fourth grade classes selected by cluster sampling. The study concluded with several results, the most important of which are that: (NSES) standards that should be included in Life and Sciences books for third and fourth grade are assembled in five basic standards, which are Science as Inquiry, Physics , Life Sciences , Earth and Space sciences, and Science and Technology. The inclusion degree of these standards represents (28%). In this respect, Physics standard was ranked first, followed by Science and Technology standard, then Science as Inquiry standard, then Life Sciences standard, and lastly Earth and Space Sciences. Results also revealed that the level of acquiring (NSES) standards by fourth grade students was (76.8%). In more details, Science and Technology standard was ranked first with (86.5%), followed by Physics (80%), then Earth and Space Sciences (79.8%), then Science as Inquiry (76.8%), and lastly Life Sciences standard (70.3%). Furthermore, there were differences in the level of acquiring scientific knowledge by fourth grade students according to (NSES) standards, as the mastery level reached (75%). There were also differences among the mean scores of fourth grade students grades in the (NSES) test attributed to sex variable, in favor of females. Based on the above results, the researcher provides the following recommendations: 1) Science and Life curriculum should be enriched with (NSES) standards, as this curriculum considered new and apt to development and improvement. 2) It is important to increase the diversity of books' content and units, which include other national education standards, in order to suit the levels of elementary stage students who study Life and Science curriculum. (Author's abstract)