The Degree to Which the National Identity Values are Included in the National and Civic Education Textbooks for the Sixth Grade in Jordan
Objectives: This study aimed to identify the extent to which national Education textbooks included the values of national identity for sixth-grade students in Jordan. Methodology: The analytical descriptive approach was used, with the word, sentence, and meaning adopted as units of analysis. The...
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| Format: | Article |
| Language: | Arabic |
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Deanship of Scientific Research (DSR), the University of Jordan
2023-06-01
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| Series: | دراسات: العلوم التربوية |
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| Online Access: | https://dsr.ju.edu.jo/djournals/index.php/Edu/article/view/4528 |
| Summary: | Objectives: This study aimed to identify the extent to which national Education textbooks included the values of national identity for sixth-grade students in Jordan.
Methodology: The analytical descriptive approach was used, with the word, sentence, and meaning adopted as units of analysis. The study population and its sample consisted of the content of the National and Civic Education Book for sixth-grade students, specifically its first and second parts. A total of 55 values were examined, distributed across five main dimensions: the national dimension (15 values), the political and legal dimension (11 values), the social dimension (13 values), the cultural and civilizational dimension (9 values), and the environmental dimension (7 values).
Results: The study results revealed the degree of inclusion of national identity values in the following manner: the social dimension demonstrated a high level of inclusion, while the cultural-civilizational dimension and the political-legal dimension were showed a medium level of inclusion. On the other hand, both the national dimension and the environmental dimension exhibited a low level of inclusion.
Conclusion: The study puts forward several recommendations, including the need for further studies to assess the degree of inclusion of national identity values in other textbooks and across different grade levels.
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| ISSN: | 1026-3713 2663-6212 |