Analysis of School Students’ Social Studies Books in Accordance with Standard Sequence and Continuity Criterion through the Images of the Hashemites in Them
Keywords:
Hashemite image, Social studies textbooks, Public educational stages, Sequences and continuityAbstract
The aim of this study is to introduce the image of the Hashemite in social
studies textbooks for school students in Jordan.
The researchers developed three instruments to analyze the content of
the social studies textbooks in public schools in 2011/ 2012. The population
of the study consists of (46) books representing history, geography, civil
education and general culture. Meanwhile, the sample of the study consists
of (36) books including only history, civil education, and general culture for
both the first and second semester.
The findings of the study showed that there is a significant difference
between the content elements and imbalance in the social studies textbooks in
all public education levels in Jordan. Moreover, the continuity of representing
the content is not following a gradual plan in the public educational stages as
well as the lack of sequence and continuity in the content of the educational
material.
In light of the results of the current study, the researchers recommended
the reconstruction of an educational content regarding the image of the
Hashemite in the books of social studies and public educational levels in
Jordan. In addition we recommend conducting more studies about the image
of Hashemite in the civil education course at the university level
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