Features development of social and national studies textbooks in the intermediate education stage from social studies teachers' in the Kingdom of Saudi Arabia

Document Type : Original Article

Author

Assistant Professor of Curriculum and Methods of Teaching Social Studies - Department of Curriculum and Teaching Methods - Faculty of Education - Um al-Qura University - Al-Makrama - Saudi Arabia

Abstract

This study aim to explore social studies teachers' viewpoint of social and national studies textbooks features development.  To achieve study aims, a random sample was chosen from social studies teachers in the western region in the Kingdom of Saudi Arabia to response the questionnaire. Moreover, available sample was chosen from social studies teachers to answers  the semi-structured interview. The data of the study were analysed by descriptive analysis. In parallel, qualitative data from the semi-structured interview was analyzed based on Grounded Theory Approach.
The findings of the study revealed that the social and national studies textbooks features development were not promoted to a high level. Moreover, the findings revealed several weak aspects such as aims, content, style of present the content, and evaluate students learning. Also, it was not found a statistical significant difference in participants' responses attributes to participant's gender, instructional experiences, and scientific qualification.
The study concluded by recommendations emphasis on reconsiderations on the social and national studies textbooks features development in intermediate stage.    
 

Keywords

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