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Article Title: To What Extent the Social Studies Curriculum in Jordan Promote Core- Democratic Values: Knowledge, Skills, and Participation
by Khaled F. Alazzi

Abstract:
Using a mixed methods approach, the researcher conducted a study in Northern Province in Jordan to identify the perceptions of tenth and eleventh grade students regarding social studies curriculum. 125 Jordanian teachers were surveyed and interviewed. The purpose of the study was to determine student's beliefs about the attributes of core-democratic values, what is the knowledge they acquired from social studies regarding a core- democratic values, and what is the skills and participation the social studies curriculum provide to theme. Statistical procedures were used to analyze responses to the force-choice items of the questionnaires. For qualitative data analysis, the researcher used the constant comparative method to develop codes and categories, whereby coding gradually evolved into emerging themes for each grade level. The study revealed that social studies curricula lack the ability to prepare young Jordanians for democratic society because textbooks and teaching methods are outdated and outmoded. Additionally, the study revealed that the social studies curriculum do not reflects the Ministry of education philosophy of promoting knowledge, skills, and participation. The study concluded that to improve social studies education in Jordan, Social studies curricula should be revised to include the most information of core-democratic values from western democratic standard in order to shift young Jordanians for the tradition system to new democratic society

Keywords: democratic education, social studies, and secondary education

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