Abstract:
This study aimed at determining the extent to which the requirements of the trends in the International Mathematics and Science Study TIMSS 2015 were included in the science textbooks of fifth to eighth grades in the Kingdom of Bahrain in two dimensions: Content related to science fields (Biology, chemistry, physics, and earth science(; and cognitive processes )knowledge, application, inference(. The descriptive analytical approach was followed. An instrument based on the requirements of TIMSS 2015 was developed by the researcher for content analysis of science textbooks. The validity and reliability of the instrument were insured. This instrument was then applied for content analysis of the science textbooks and the workbooks used in public schools in Bahrain for the fifth to the eighth grade. The data analysis revealed that the general percentage of the inclusion of TIMSS 2015 requirement regarding the content dimension in the science textbooks was 44.9%, which was lower than the value set by TIMSS. It was also found that the percentage of inclusion of the content of biological science subjects at all grade levels combined was 43.8%.Chemical subjects were included in these textbooks by a percentage of 14.1%. Physical subjects included by a percentage of 23%, and earth science subjects were included by a percentage of 19%. Regarding the cognitive dimension of science required to be included according to TIMSS in the analyzed textbooks, it was found that knowledge reached a percentage of 46.8%. Application reached a percentage of 31.1%. Inferences were included by a percentage of 22.1%. All these percentages were lower than those set by TIMSS. Based on the findings in this study, some workable recommendations and suggestions were formulated to improve the science textbooks adopted in the Kingdom of Bahrain.
