EXAMINATION OF THE THİRD AND FOURTH-GRADE SCİENCE TEXTBOOKS İN TURKEY AND SAUDİ ARABİA

Today's world is witnessing rapid development in various aspects of life as a result of technological progress and the enormous flow of information, which has added new challenges to educational systems that require keeping pace with advances in knowledge and technology and preparing generations with the necessary skills to adapt and interact effectively with these challenges. Educational programs must meet the needs of the 21st century by increasing scientific and research skills, developing critical thinking abilities, and instilling societal values in students. In this context, the importance of examining science curricula, especially at the primary level, emerges as it aims to prepare a generation of students with the necessary skills to succeed in the 21st century and face future challenges. This study stems from the need to understand how science is presented to young learners in Turkey and Saudi Arabia and to measure the extent to which science textbooks in these two countries align with the demands of the 21st century. This study aims to analyze the content of third and fourth-grade science textbooks in Turkey and Saudi Arabia to determine the extent to which these programs comply with modern educational standards and the requirements of the 21st century through a content analysis method focusing on a set of modern standards. The objectives of the study are based on determining the extent to which the textbooks cover research and investigation skills, 21st-century skills, science process skills, student-centered teaching methods, and students' values. The study also aims to identify similarities and differences in the curricula of the two countries and to make recommendations for development and improvement. The study adopted a descriptive-analytical approach using content analysis as the primary tool to analyze the different educational elements in the textbooks. The study sample consisted of eight science textbooks, including two Turkish and six Saudi science textbooks, covering the entire content of primary school's third and fourth grades, spanning the entire academic year and allowing for a rigorous comparative analysis between the two countries. The textbooks were analyzed according to an integrated list of criteria, including modern educational skills and standards. The study showed that 3rd and 4th-grade science textbooks in Turkey and Saudi Arabia share a common theme of promoting 21st-century skills such as critical thinking, problem-solving, communication, collaboration, and use of technology, but the differences reflect the cultural characteristics of each country. The Turkish science textbook emphasizes collaboration and practical communication skills, while the Saudi science textbook emphasizes scientific inquiry through inquiry and research skills. When it comes to basic science skills, both countries' science textbooks encourage these skills, but Turkish textbooks focus more on scientific experiments, while Saudi textbooks emphasize environmental practices and local technology. The following recommendations emerged from the research: Extend the analysis to include an examination of values and emotional elements. Use quantitative or mixed research methods to broaden the scope of the study. Conduct comparative studies of educational curricula to understand the impact of cultural factors. Keywords: Science Textbooks, 21st Century Skills, Scientific Process Skills, Research\Inquiry Skills.