Abstract:
The current study aims to investigate the relationship between topics of
science curriculum and climate change in the elementary stage in the Kingdom
of Bahrain. The current study examines how climate change is addressed in
the science curriculum, and whether creative and critical thinking skills are
included. Employing the content analysis method, the research shows that
there is a significant relationship between the themes of the science curriculum
and the topics of climate change. To be more specific, the highest relationship
between the topics of science curriculum and climate change is found in
Grade 2 curriculum, followed by Grade 1 and Grade 4 respectively. The
results also show that there is an overlap between the science curriculum and
climate change topics ranging between 83% and 100%, which indicates that it
is possible to employ the topics of climate change in the science curriculum.
However, the current analysis shows that climate change topics are rarely
initiated in the science curriculum (0-17%). Examining the content of science
topics as well as activities, the results finally indicate that critical thinking
skills are moderately included in the science curriculum while involving
creative thinking skills is still poor and insufficient.