Challenges of the Knowledge Content in the Sixth-Grade Palestinian Science Curriculum

Abstract

Attention to school curricula is a paramount objective of the educational process, as these curricula reflect the aspirations of societies. This has been emphasized by educators and researchers who have clarified the significant role they play in nurturing generations and advancing their communities. Therefore, the existence of problems in school curricula in general, and in science curricula in particular, is a matter of considerable interest that greatly impacts the quality of education.

Despite the importance of learning science and its wide-ranging applications in our daily lives, there are several challenges facing its teaching and learning in schools. Consequently, this study aimed to identify problems in the "Science and Life" curriculum for the sixth grade, particularly those related to its cognitive content, as these problems are among the causes of low student achievement.

To achieve the study's objective, a critical analysis methodology of the school curriculum was adopted, supplemented by the opinions of sixth-grade science teachers. The study revealed problems in the sixth-grade "Science and Life" curriculum related to the presentation, organization, and design of the scientific content, as well as the scientific activities presented. The study recommended the necessity of collaborating with specialists at the Ministry of Education to modify the curriculum in line with the foundations for future development.