The Extension of Including Disaster Concepts in Geography Textbooks for Primary Education in the Republic of Yemen 10.12816/0030508عمر عبود سعيد عقيلان

Abstract

The study aimed at exploring the concepts of disasters in Geography textbooks at the primary education of the Republic of Yemen. The study sample was chosen deliberately and included textbooks of fifth, sixth, seventh, eighth and ninth grades. In order to achieve the study aim, a (55) concept analytic list, which included five domains, was designed by the researcher. The instrument was expert validated, and its validity level was found to be (0, 81). In addition, its reliability level was found to be (0, 90), through applying Cooper Equation. The analytic list was applied as a criterion for textbook content analysis and data collection. The results of the study revealed that some of the disaster concepts in the three domains are excluded from Geography textbook. The sever decline of the disaster concepts is in the main three domains. There is no commitment to include disaster concepts in logical order to grade Geography textbooks of the primary stage with regard to the study or classroom level. The study recommended that we have to get benefit of disaster concepts list, that this study came up with, when redesigning Geography textbooks for the primary stage. Taking into consideration the classroom nature and its developmental demands when we distribute the disaster concepts to Geography textbooks for the primary education. We have to include natural and man-made disasters to concepts that are not listed therein, which the concepts list of the present study contained. We have to set lists to include disasters in Geography textbooks of the primary education in order to achieve the principle of vertical and horizontal integration in building disaster concepts. The study suggests carrying on studies related to disaster concepts.