The Degree of Inclusion of Biogeography Concepts in Geography Textbooks for the Upper Basic Stage in Jordan Heterocycles

Abstract

The present study aimed to investigate the degree of inclusion of biogeography concepts in geography textbooks for the upper basic stage in Jordan. The researchers employed the descriptive analytical approach to achieve the study objectives. A list of biogeography concepts was developed and validated by a panel of experts, including faculty members from several Jordanian universities as well as educational specialists from the Ministry of Education holding doctoral degrees in social studies curricula and instruction. The reliability of the content analysis instrument was established using Holsti’s coefficient. Based on the validated list, the content of geography textbooks for the upper basic stage was analyzed. The findings revealed that the highest degree of inclusion of biogeography concepts was found in the ninth-grade geography textbook, whereas the tenth-grade geography textbook demonstrated the lowest degree of inclusion. In light of these findings, the researchers recommend increasing the integration of biogeography concepts within the content of geography textbooks for the upper basic stage in Jordan.