The content analysis of the social studies textbooks at fourth, fifth and sixth grades of elementary school based on learning styles

The purpose of this study was to analyze the content of social studies textbooks at fourth, fifth and sixth grades of elementary school based on the VARK'S learning styles. It was a content analysis descriptive research using Shannon entropy method. The population included the curriculum (purpose, content, Teaching –learning activities and evaluation) of the fourth, fifth, and sixth grades. The sample of curricula is social studies subject. In order to analyze the existing curriculum (intended) with each learning style, the objectives of the textbooks were first studied, then the content of the textbook was examined. For analyzing the Teaching –learning activities we analyzed the Teacher guide book. In the evaluation component, the textbooks questions and the Teacher guide book were analyzed. The research tool was a checklist of VARK'S learning styles (1998). Based on VARK'S learning style questionnaire, 6 experts from the field of curriculum and psychology were received and their views were confirmed in the final design of the checklist and the content validity of the checklist. In order to ensure reliability, analytical coding was provided to three researcher and an agreement rate of 88% was estimated. The results showed that in the social textbooks (purpose, content, Teaching –learning activities and evaluation) at the fourth elementary grade, the Auditory style was in the first and the visual style in the fifth rank. At fifth grade, the auditory style was at the first and the combinative style in the fifth rank and finally at the sixth grade, the reading / writing style was in the first and visual style in fifth rank. Therefore, it can be said that the preferred style in social studies curriculum is the auditory style at the fourth and fifth grades and reading / writing style in the sixth grade