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Examining the position of the key elements and basic principles of the Iranian Islamic model of progress in textbooks First high school
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Mahmoud Sharafi *    1, Sirous Mahmudi2 , Mahnaz Karami3 |
1- Payam Noor University , sharafi.dr@gmail.com
2- Payam Noor University
3- philosophy of education, Ministry of Education |
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Abstract: (432 Views) |
Objective
The current research aimed at investigating the level of attention paid to the key elements and basic principles of the Iranian Islamic model of progress in the textbooks of the junior high school.
Method:
The research is applied in terms of purpose and quantitative in terms of method, and in view of its nature, the descriptive research method of content analysis type was used. The statistical population of this research includes the content of all the textbooks of the junior high school in the academic year 1401-1402 SH. The statistical sample included 10 books in 3 titles (Messages of the Heaven, Thought and Lifestyle, and Social Studies) in the seventh, eighth, and ninth grades, selected by purposeful sampling. In this research, the researcher-made content analysis checklist and the content validity method were used to determine the validity of the research tool and the Shannon entropy method was used to analyze the data.
Findings:
The findings of the research showed that among the studied books, the highest frequency of indicators of key elements and basic principles is related to Social Studies textbooks with a frequency of 1496 units and 49.45 percent, and the lowest frequency is related to Thought and Lifestyle textbooks with the frequency is 630 units and 20.83%. Among the indices of key elements and basic principles of the Iranian Islamic model of progress, the index of key elements with a frequency of 2105 units and 69.59 percent has the highest share, and the lowest share is related to the index of basic principles with a frequency of 920 and 30.41 percent. Also, the most attention is given to the key elements of the eighth-grade Thought and Lifestyle textbook (both for girls and boys) with a frequency of 110 units and 52.13 percent, and the least attention is related to the eighth-grade Thought and Lifestyle textbook (only for boys) with a frequency of 6 units and 2.84%. In addition, the most attention related to the basic principles of the 7th grade Social Studies textbook with a frequency of 72 units and 41.86% and the least attention was related to the 8th grade Social Studies textbook with a frequency of 49 units and 28.49%.
Conclusion:
Considering that the studied indicators did not have the same distribution, we hope that the lesson planners and the textbook producers increase, by equal strengthening of these indicators, the indicators of the key elements and basic principles of the Iranian Islamic model of progress among students.
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| Keywords: Iranian Islamic Model of Progress, Textbooks, Content Analysis, Shannon entropy. |
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Full-Text [PDF 871 kb]
(55 Downloads)
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Type of Study: Research |
Subject:
special-Philosophical
Received: 2023/09/30 | Revised: 2024/04/17 | Accepted: 2023/11/6 | ePublished ahead of print: 2023/11/19 | Published: 2024/04/17 | ePublished: 2024/04/17
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