مهارات التعلم الذاتي المضمنة في كتب العلوم بالمرحلة الابتدائية و درجة تفعيل المعلمين و المعلمات لها

Abstract EN

The study aimed at exploring the self-learning skills included in science textbooks at the elementary stage and their activation degree among teachers.

in this study, the descriptive approach was used : analytical and survey types.

a content analysis tool was utilized to analyze the content of the science textbook for sixth grade, and a questionnaire was built and delivered to (60) elementary stage science teachers working in the city of Taif during the first semester of the academic year 1441/1442 ah.

the results showed that all self-learning skills were included in the science textbook for the sixth grade of elementary school, but in different proportions.

it was shown that self-learning skills were repeated (1276) times in the field of content, (1218) times in the field of activities, and (1294) times in the field of evaluation.

it was also found that science teachers have activated self-learning skills over the three fields: content, activities and evaluation with a medium degree from their point of view.

there were statistically significant differences between teachers ’viewpoints in the degree of their activation of these skills due to gender in favor of female teachers, and due to academic qualification in favor of teachers who are holding masters.

however, there were no statistically significant differences due to years of experience.