Analysis of the Content of the Chemistry Book for the Second-Grade Medium According to the Aesthetic Approach

Abstract

This research aims to analyze the content of chemistry books for the middle stage according to the aesthetic approach of the academic year (2020-2021). To achieve this goal and after reviewing a series of literature, studies and research, a list was prepared in its initial form on the main issues of beauty standards and principles to be included in the chemistry books for the middle stage, where it included (42) indicators distributed on (12) major issues, as it was presented to a group of experts and specialists in curricula and teaching methods to see its validity, thus the list in its final form of (33) indicators distributed on (12) major issues To represent the research tool, the researcher then analyzed the content of the chemistry books for the middle stage according to the pre-prepared list, The analysis included the content of three books and several pages, the researcher adopted the idea unit for recording and repetition unit of the census, and the researcher presented a random sample of analysis to two experienced arbitrators to represent the sincerity of the analysis, where they agreed on the validity of the analysis, and then the researcher calculated the stability of the analysis with himself after a period of time, and with outside analysts using the equation (G-Cooper), and one of the most important findings reached by the researcher is that the chemistry book for the third grade medium is the most addressed book for aesthetic approach issues in total Its number repeats (402) repeats, followed by the chemistry book for the middle first grade with a total of repetitions (202) repetitions, and comes in the last place the book chemistry of the middle second row with a total of repetitions number (189) repetitions. In light of the results of the research, the researcher recommended: 1-The researcher recommends that some issues that were low in the content of middle-level chemistry books be further included. 2-Call on chemistry curriculum preparers to take advantage of the results of the current research in the development of the content of the chemistry curriculum. 3- The researcher recommends chemistry teachers teach the cognitive content of chemistry books to suit the aesthetic approach by employing educational strategies that emphasize beauty.