Science Textbook Analysis Based on UAE Social and Cultural Background

By Nagib Mahfood Balfakih.

Published by The International Journal of Pedagogy and Curriculum

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Article: Electronic $US5.00

The tendency of teaching science is emphasizing on the integration of science concepts with the learner’s social and cultural background. This study is analyzing the United Arab Emirates (UAE) science textbooks of the first four grades based on the UAE social and culture background. The researcher had constructed six categories in which the science textbooks were analyzed. Content analysis was done by relating each paragraph in science textbooks with each category. Result has shown that textbooks need to integrate the UAE society and culture. Recommendations were included to improve the current science textbooks.

Keywords: Science Curriculum, United Arab Emirates, Culture Background, Content Analysis, Curriculum Modification

International Journal of Pedagogy and Curriculum, Volume 19, Issue 1, pp.1-19. Article: Print (Spiral Bound). Article: Electronic (PDF File; 3.171MB).

Dr. Nagib Mahfood Balfakih

Associate Professor, Curriculum and Instruction, United Arab Emirates University, Al Ain, United Arab Emirates

Dr. Balfakih is a Senior Lecturer of Science Education in the Faculty of Education at the United Arab Emirates University in Al Ain. Dr. Balfakih obtained a bachelor degree in Chemistry from the United Arab Emirates University, a master’s degree in Education from University of Idaho, USA, and an Ed.D. in Science Education from the same university in 1996. His area of expertise is in the teaching science methods and the integration of technology in science teaching. He was recently awarded the best researcher in his college 2007–2008. Dr. Balfakih has 14 years of science teaching and coordination experience in higher education and 4 years of administrative experience at the higher education. He has been a member of several science education organizations such as the National Association of Research on Science Teaching (NARST) and Association for Supervision and Curriculum Development (ASCD) & European Science Education Research Association (ESERA). He has published widely in peer reviewed journals.