درجة مراعاة كتب التاريخ للمرحلة الثانوية لمفاهيم الأمن الفكري من خلال تحليل محتواها و السلوكيات التدريسية المرتبطة بها من قبل معلمي التاريخ في الأردن

Abstract EN

The study aims at investigates the degree of concern in History Books for intellectual security through content analysis and associated teaching behaviors by History teachers in Jordan.

The sample consists of (114) teachers (male and female) chosen randomly as well as two history books namely; the contemporary and modern history of Jordan (level one and two) for the secondary stage and Arab history and contemporary world (level three and four) for the secondary stage as well.

The results show that the cultural and scientific domains in the two historical books of all levels is available whereas the religious domain comes last in the history book for the two levels (one and two) as well as the human and social domains in the two levels (three and four).

Also, the results show that the degree of teaching behaviors associated with the concepts of security and intellectual practice by history teachers in Jordan was moderate.

In addition, the results show that there are no statically differences in the teachers’ behaviors associated to intellectual security due to sex and scientific qualifications variables.

While there are no statically differences in the teachers’ behaviors associated to intellectual security in favor of teachers’ experience (six to ten years).