Proposed Model for Social and Cultural Heritage in Early Grade Social Education Textbooks in Jordan
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| Title: | Proposed Model for Social and Cultural Heritage in Early Grade Social Education Textbooks in Jordan |
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| Language: | English |
| Authors: | Mahmoud AL Ali (ORCID |
| Source: | Educational Process: International Journal. Article e2025592 2025 19. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education Grade 2 Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Foreign Countries, Grade 1, Grade 2, Grade 4, Grade 5, Textbook Evaluation, Textbook Content, Textbook Preparation, Cultural Background, Social History, Content Analysis, Curriculum Design, Grade Level Differences |
| Geographic Terms: | Jordan |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: This study aimed to develop a Proposed Model for Social and Cultural Heritage in Early Grade Social Education Textbooks in Jordan. Materials/methods: The study adopted a qualitative methodology, involving content analysis of the textbooks for grades one, two, four, and five, along with interviews conducted with 35 experts in social studies, heritage, and curriculum design. The analysis was based on multiple sources, including textbooks, educational documents, academic references, and the perspectives of educators. Results: The results showed that the social dimension ranked first (37.65%), followed by the national (28.95%), historical (22.38%), and cultural (10.97%) dimensions. Heritage representation varied by grade level: the social dimension predominated in grades one and two, while national and historical aspects became more pronounced in grades four and five. The cultural dimension showed notable inconsistency across all grades. Accordingly, this study developed a proposed model comprised of four main dimensions: social, cultural, historical, and national. The model includes specific learning objectives, coherent content, effective teaching strategies, alternative assessment tools, and diverse learning resources. It is characterized by its developmental progression, the integration of dimensions, and vertical alignment across grade levels, thereby enhancing students' awareness of heritage within their lived context. Conclusion: The study highlights the imbalance in the treatment of heritage in early-grade textbooks, with the cultural aspect being marginalized. It recommends adopting the proposed model to ensure a balanced representation of the curriculum. However, the findings are limited to a selected sample of textbooks and qualitative analysis, indicating the need for future research to validate the model empirically. Therefore, the study recommends the systematic integration of social and cultural heritage concepts into these texts to strengthen national identity among Jordanian students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1491252 |
| Database: | ERIC |
| Abstract: | Background/purpose: This study aimed to develop a Proposed Model for Social and Cultural Heritage in Early Grade Social Education Textbooks in Jordan. Materials/methods: The study adopted a qualitative methodology, involving content analysis of the textbooks for grades one, two, four, and five, along with interviews conducted with 35 experts in social studies, heritage, and curriculum design. The analysis was based on multiple sources, including textbooks, educational documents, academic references, and the perspectives of educators. Results: The results showed that the social dimension ranked first (37.65%), followed by the national (28.95%), historical (22.38%), and cultural (10.97%) dimensions. Heritage representation varied by grade level: the social dimension predominated in grades one and two, while national and historical aspects became more pronounced in grades four and five. The cultural dimension showed notable inconsistency across all grades. Accordingly, this study developed a proposed model comprised of four main dimensions: social, cultural, historical, and national. The model includes specific learning objectives, coherent content, effective teaching strategies, alternative assessment tools, and diverse learning resources. It is characterized by its developmental progression, the integration of dimensions, and vertical alignment across grade levels, thereby enhancing students' awareness of heritage within their lived context. Conclusion: The study highlights the imbalance in the treatment of heritage in early-grade textbooks, with the cultural aspect being marginalized. It recommends adopting the proposed model to ensure a balanced representation of the curriculum. However, the findings are limited to a selected sample of textbooks and qualitative analysis, indicating the need for future research to validate the model empirically. Therefore, the study recommends the systematic integration of social and cultural heritage concepts into these texts to strengthen national identity among Jordanian students. |
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| ISSN: | 2147-0901 2564-8020 |
