The extent to which the content of the science textbooks prescribed for tenth-grade students in government schools in the Northern provinces of Palestine aligns with the standards of the International Program for Student Assessment (PISA

Abstract

The study aimed to assess the extent to which the content of science textbooks prescribed for the tenth grade in the northern provinces of Palestine aligns with the framework of the Program for International Student Assessment (PISA). The framework encompasses areas of knowledge, competencies, and scientific contexts. Using a descriptive-analytical approach, researchers analyzed the textbooks for the academic year 2022/2023. The study tool was based on internationally recognized PISA standards and indicators. Results revealed high alignment in the scientific knowledge domain, but lower alignment in scientific skills and contexts. Textbooks met the required standards for philosophical knowledge, exceeded them in procedural knowledge, and fell short in content knowledge. Alignment was observed in physical systems but lacking in living systems, Earth systems, and space. In the procedural knowledge domain, some indicators were not addressed, including calculating average measurements, the role of variables in experimental design, and controlled random experiments. Certain indicators showed very weak performance, such as measurement accuracy through repetition and designing scientific models. In the philosophical knowledge domain, indicators like the impact of measurement error on confidence in scientific knowledge and scientific claims supported by data and evidence were neglected. Regarding scientific skills, limited attention was given to describing and evaluating scientific justifications, interpreting data and evidence scientifically, and enabling data interpretation and drawing conclusions. In scientific contexts, few criteria were present, such as natural resources and risks. Additionally, global indicators like species extinction, space exploration, the origin and structure of the universe, climate change, and the impact of communication methods were missing. A local indicator, the risks associated with rapid changes due to earthquakes, weather, coastal erosion, and deposition, was also absent. The study recommends updating science books to include living systems, Earth, space, universe origin, climate change, communication, and risks (e.g., earthquakes). It also advises maintaining balance with international PISA standards during book development.