The Impact of Using a Proposed Program for Teaching Science, Integrating the System of Values ​​and Self-Awareness, on Developing Scientific Literacy and Educational Security Among Elementary School Female Students

Abstract

This study aimed to investigate the impact of using a proposed program for teaching science in light of the system of values ​​and self-awareness, to develop scientific literacy and educational security among female primary school students in the Kingdom of Saudi Arabia, specifically in Jeddah Governorate. To achieve this objective, the study adopted the experimental method with a quasi-experimental design based on two equivalent groups. The researcher developed the proposed science teaching program in alignment with values ​​and self-awareness. To assess its effectiveness, a scientific literacy test and an educational security scale were prepared. The study identified suitable dimensions of scientific literacy for the primary stage, as well as dimensions of educational security.

The study sample consisted of sixth-grade female students from the Early Childhood School at Abdullah bin Masoud Primary School, affiliated with the Fayhaa Education Office, for the academic year 2023/2024 AD, totaling (60) female students, who were divided equally into two groups: an experimental group and a control group, each comprising (30) students. The study tools (scientific literacy test, educational security scale) were administered to both groups prior to the intervention. Subsequently, the program was implemented for the experimental group, while the control group received instruction in the conventional manner. Post-intervention, the study tools were applied again to both groups. The results demonstrated the efficacy of the proposed program in enhancing scientific literacy and educational security. There was a statistically significant effect of the proposed program on the development of scientific literacy and educational security in favor of the experimental group compared to the conventional method.