Content Analysis of the Primary Stage Science Curriculum to Identify Science, Technology, Society, and Environment (STSE) Issues

Abstract

The current study's goal was to assess how Science, Technology, Society, and Environment (STSE) issues are included in primary school science curricula. The researcher used a descriptive-analytical research approach to accomplish this goal. The science textbooks assigned for the first three grades of elementary school made up the research population. A stratified random sampling technique was used to select the research sample, which included explicit topics from all three textbooks.The researcher created a unique content analysis rubric with four main domains—science, technology, society, and environment—to address the research goal. Twenty (\bm{20}) core items with particular sub-indicators were used to distribute these domains. A jury panel of experts and referees with expertise in curricula and general instruction methodologies reviewed the rubric to ensure the face validity of the research instrument, and all of the items were accepted.Additionally, a high reliability rate of \bm{90\%} was obtained by applying Holsti's reliability formula to calculate the coefficient of agreement between independent coders in order to confirm the instrument's reliability and inter-rater consistency. The content analysis was carried out after the validation process, and the statistical findings showed that the emphasis on STEM (science, technology, society, and environment) issues varies among primary school science textbooks.In light of these results, the researcher suggests carrying out additional evaluative research on the remaining curricula at different educational levels, with an emphasis on making sure they are in line with global scientific standards.