مدى تضمين كتاب الفيزياء للصف الثاني المتوسط لمهارات التفكير المستقبلي
Abstract
The current research aims to identify the extent to which the physics book for the second intermediate includes future thinking skills. To achieve the research goal, the researcher proposed the following two questions:
- What future thinking skills should be included in the physics book for the second intermediate?
- To what extent does the physics book for the second intermediate include future thinking skills?
To achieve the research goals, the researcher used the descriptive analytical research method represented by content analysis, and the sample of the research consisted of the physics book for the second intermediate issued by the General Directorate of Curricula of the Ministry of Education in Iraq, the fifth (revised) edition for the year 2023-2024.
The researcher also prepared a list of the main and secondary future thinking skills, as it consists of three main skills from which a number of sub-skills emerge. The total number reached about 44 skills. After verifying the validity of the tool by presenting it to a group of experts and specialists in the fields of teaching methods, psychology, measurement, and evaluation, it obtained an (80%) agreement, and the analysis process was carried out by adopting the explicit and implicit idea as a unit for recording and repeating the curriculum items, with the exception of the frontispiece of the book, introductions to chapters, and questions to chapters. The number of analyzed pages reached 73, and by using frequencies and percentages, the study concluded that the availability of future thinking skills within the curriculum is considered low compared to the spoken percentage that was developed for the study. The skill (futuristic imagination) came in at a percentage of 32.5, the skill (anticipating future crises) came in at a percentage of 25.4, and the skill (defining a clear future vision) came in at a percentage. It reached 41.1. Thus, the study recommended the necessity of emphasizing the inclusion of future-thinking skills as well as increasing activities that develop students’ thinking abilities. The study suggested the necessity of conducting other studies of future-thinking skills in other school years for physics and identifying the extent to which physics teachers possess future-thinking skills.
