The degree of inclusion of multiple intelligences patterns in computer textbooks for the first three grades in Jordan
DOI:
https://doi.org/10.35875/rxxejb70Abstract
Background & Statement of the problem: This study aimed to evaluate the extent to which multiple intelligences are incorporated into computer science textbooks for early grades in Jordan. This assessment is crucial due to the significant role these textbooks play in curriculum development, ensuring alignment with contemporary educational standards. The computer science curriculum is deemed particularly pivotal compared to other academic subjects.
Objectives: The study aimed to investigate the extent to which multiple intelligences are incorporated into computer textbooks for upper basic education, and to demonstrate the continuity and consistency in the integration of these
patterns.
Methods: The study sample comprised computer textbooks for the first and second semesters of the seventh, eighth, ninth, and tenth grades in upper basic education. To achieve the study’s objectives, the researcher developed a content analysis tool consisting of 39 indicators, distributed across four primary patterns of multiple intelligences.
Results: The analysis results indicated that the degree of inclusion of multiple intelligences in computer textbooks for upper basic education was low across all intelligences and grades, except for logical-mathematical intelligence, which was moderate in all grades except the seventh grade, where it was high. The findings also demonstrated continuity and consistency in the inclusion of logical/mathematical, visual/spatial, social/interactive, and personal/intrapersonal intelligences. Based on these results, the study recommended a reevaluation of the content of computer textbooks for upper basic education to better align with the patterns of multiple intelligences.
Conclusions (Recommendations and contributions): The study recommended a reevaluation of the content of computer textbooks for upper basic education to better align with the patterns of multiple intelligences.
