English abstract
This study aimed to reveal the degree to which traffic safety concepts are included in the textbooks of Social Studies subject for Grades (3-10), and the difficulties of including them from the point of view of the curriculum designers. To achieve the aims of the study, a descriptive qualitative approach was used, in which two tools were applied: a content analysis and semi-structured interviews. The study sample for the content analysis card consisted of sixteen social studies books for Grades (3-10), and for the interview questions, four social studies curriculum designers at the General Directorate of Curriculum Development were interviewed. The virtual validity of the two tools was verified by presenting them to arbitrators. The stability of the content analysis tool was also verified using two methods: analysis over time (98.6) and analysis across individuals (evaluator stability), which reached a high percentage suitable for analysis. As for the stability of the unstructured interview questions, they were applied to a sample (two individuals 98.3) from outside the selected research interviewees.
The study found that the degree of inclusion of traffic safety concepts in social studies textbooks for Grades (3-10) ranged between medium and low. The inclusion rates were highest in concepts related to the road, and lowest in ideas related to road users. In addition, there was a difference in the degree of inclusion in different grades. The results of the study also showed that one of the most important difficulties of inclusion that curriculum designers faced was related to three main factors: the difference in curriculum designers’ knowledge of traffic safety and its concepts, educational policies, textbooks, and reasons related to the school environment.
In light of the results, the study recommended reconsidering the priorities of presenting topics in social studies textbooks in a way that is compatible with society’s problems and needs and serves human development. The study also recommended the necessity of including traffic safety concepts in all educational stages in a way that is appropriate to the age characteristics of students.
