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An-Najah University Journal for Research - B (Humanities)

DOI

10.35552/0247.37.12.2129

Abstract

This study aims to examine how far media education for the 21st century skills are included in the new Palestinian science curriculum, to investigate the extent to which these curricula are able to create inhabitants who are skilled to live in this new knowledge era, information explosion, and handle with various media content. The study, also, offers appropriate mechanisms that contribute to enriching the curriculum in light of these skills, including restructuring and formulation of some units and activities of the curriculum in light of the media education for the 21st century. A qualitative approach with an analytical descriptive design was adopted for the study. The data analysis demonstrated that the Palestinian science curriculum for ninth grade, in general, displays media education skills in a poor manner, as the mean percentage of the skills availability were 3.6%. The percentage of the availability of the media education main themes were as follows: information literacy skill only 1.7%, the ICT literacy skill 1.9%, and with no existence of the media literacy skill. In its second main section, the study offers a general conceptual framework with relevant models for reshaping the ninth science curriculum with relevant authentic tasks, in order to enable them to accommodate the 21st century media education skills. The study ended up with a set of accommodations for practice, and others for further research in the field, among which the necessity to include media literacy skills for the 21st century in all Palestinian school curricula.

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