تحليل محتوى كتب التاريخ في ضوء نظرية الذكاءات المتعددة للمرحلة الاعدادية

الجبوري, لهيب عدنان رشيد (2021) تحليل محتوى كتب التاريخ في ضوء نظرية الذكاءات المتعددة للمرحلة الاعدادية. Masters thesis, الجامعة العراقية - العراق.

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Abstract

This paper aims to reveal the extent to which history books for the fourth, fifth and sixth literary classes include multiple types of various intelligence, and to know the frequency of each intelligence according to the specific standards. To achieve this goal, the researcher relied on the descriptive technique using the method of content analysis as one of the descriptive approach methods. The researcher has defined a standard (analysis tool) for the types of various intelligences, after reviewing the literature and the previous studies related to the types of various intelligences. The validity of the tool was verified when it was presented to a group of arbitrators and specialists in the field of methods of teaching social and educational psychology studies. The tool was formed in its final form of nine categories of various intelligences: namely, intelligence (linguistic/verbal, logical/mathematical, spatial/visual, physical/motional, social/inter-personal Personal/ego, musical/rhythmic, natural/environmental, and existential). The researcher found out the following results: 1- The average relative weights of various intelligences in the history book of the fourth literary class was as follows: The verbal (linguistic) intelligence was (26.7%), followed by self-intelligence (personal) (18%); the social (inter-personal) intelligence (16.14%), followed by the Natural (environmental) intelligence (11.8%); the visual (spatial) intelligence (11.49%), followed by the existential intelligence (9%); whereas the logical (mathematical) intelligence got (6.2%); the physical (motional) and musical (rhythmic) intelligences shared the last place, with one repetition each at (0.31 %). 2- While the average percentage of various intelligences in the history book of the fifth literary classes were as follows: the social (inter-personal) intelligence was the first among repetitions with a percentage of (38.98%); the existential intelligence received (23.72%), the visual (personal) intelligence (19.49%); followed by the linguistic (verbal) intelligence at (6.77%), the self-intelligence (personal) was (5.08%); followed by logical (mathematical) intelligence at (3.38%); the natural (environmental) intelligence got (2.5%); the physical (motional) intelligence and the musical (rhythmic) intelligence scored no any repetitions with zero percentage. 3- As for the history book for the sixth class of literature, the average percentage of various intelligences was as follows: the social (inter-personal) intelligence took over the first place of repetitions by (174) with a percentage of (31.76%), followed by self (personal) intelligence with (21.555%); the existential intelligence (20.58%); followed by the visual (spatial) intelligence with (20%); while the natural (environmental) intelligence obtained (3.07%), followed by the verbal (linguistic) intelligence with (2.26%); the physical (motional) intelligence (0.48%) followed by the logical (mathematical) intelligence with (0.16%); whereas the music (rhythmic) intelligence did not get any repetition with zero percentage. 4. when reviewing the results, it was evident that the history books of the preparatory level in Iraq were not equal in taking into account the ratio of various intelligences, since it concentrated on one intelligence than the other. Hence, the linguistic intelligence scored high percentages in the history book of the fourth literary class, the social intelligence achieved the highest percentage in the history books of the fifth and sixth literary classes, whereas the other intelligences were mentioned in the book in a relatively varying or

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