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ERIC Number: EJ1170590
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1927-6044
A Proposed Perspective for Developing Science Curriculum for the Upper Primary Grades in Accordance to Saudi Arabia's Vision for 2030: An Analytical and Descriptive Study According to Delphi Method
Alhomairi, Abdulqadir Obaidallah A.
International Journal of Higher Education, v7 n1 p69-86 2018
Saudi Arabia's Vision for 2030 in development is exceedingly concerned with curriculum development. It believes that the current curriculum does no longer support the students' preparation for both life and work. Therefore, the present study aimed to reach a consensus by a set of educational experts on the importance of providing the science curriculum for the fifth and sixth primary grades with a content that can help achieve the requirements of the Kingdom's Vision for 2030 in development. In addition, it aimed to study what perceptions these educational experts have towards developing the science curriculum that can better achieve this vision. The study followed the descriptive approach and the use of Delphi method. It was applied to a group of (28) educational experts over three rounds that started on October 8, and ended on November 9, 2017. Findings indicated that the provision degree of the requirements of Saudi Arabia's Vision for 2030 to develop the science curriculum for the upper primary grades was too weak. Responses of educational experts concerning developing the science curriculum to achieve the requirements of this vision, at the end of the third round, ranged between strongly agree and agree. At the end, a perspective for the development of the science curriculum was proposed depending on the viewpoints of the educational experts who participated in the present study.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A