جستجوی مقالات مرتبط با کلیدواژه « کتاب های درسی » در نشریات گروه « علوم انسانی »

The purpose of the current research is to identify the components of national Solidarity for use in the content of textbooks. The research paradigm is interpretive, the approach is qualitative, the research strategy is qualitative content analysis (induction), and the field of study includes teachers of ethnicities and experts. A semi-structured interview was used to collect data. The sampling method was purposeful and continued until the theoretical saturation stage, and interviews were conducted with 14 experts and 18 teachers. The data format was based on audio and for data analysis two steps of open and axial coding were used. In the first step of coding, 451 initial codes, and 87 subcategories were obtained. In the second stage of coding, 16 main categories were obtained after categorization. The extracted categories are language homogeneity, diversity in introducing celebrities, territorial symbols, legitimizing cultural pluralism, rethinking and writing women's texts, strengthening trust, distributive justice, merit-based, strengthening national identity, paying attention to the multicultural economy, introducing ancient artifacts, consolidation of political legitimacy, redefining educational policy, strengthening National-transnational compatibility, creating social security, and reforming media policy. Based on the findings, the necessity of a review and a more comprehensive look at the components of national cohesion is felt.

Problem posing is one of the most important topics in mathematics education. Researches show that teachers' use of problem situations in classrooms and students' ability in this field are not desirable. Considering the important role of textbooks in mathematics education, the aim of the present research is to investigate and analyze the content of mathematics textbooks of the second secondary school in terms of problem posing.
This research is of a qualitative type and its statistical population is all mathematics textbooks of the second year of high school theoretical fields in the academic year 2023-2024. Content analysis was done by the Krippendorff method. First, the keywords that support the design of the problem were determined and then identified in the textbooks. The theoretical framework of Stoyanova and Ellerton, which divides the problem setting situations into three categories, free, semi-structured and structured, was used in this research. Based on this framework, the entire content of the books was examined. Then the situations of the problem were identified and separated based on the three stated situations. The frequency of each situation was calculated and data analysis was done.
The results of the research showed that in the 13 reviewed books, there are 75 situations of problem posing, of which 90.6% are semi-structured situations. The twelfth grade math and physics math book had the most problems with 16 positions. Also, in all the books, the semi-structured problem design had the highest percentage of problem posing.
The result of the analysis showed that little attention has been paid to the activities of problem posing by the authors. Considering the importance of these activities, increasing them quantitatively and qualitatively by the authors can help to solve this deficiency.

In the current study, quantitative content was used to analyze all textbooks of preschool and elementary school for students with intellectual disability. 46 textbooks and 7664 pages were analyzed using MAXQDA 2020. Components for physical activity were extracted in three main categories including education for physical activities, education via physical activities, and sedentary behaviors. They include subcategory 1 (16 components), subcategory 2 ( 54 components), and subcategory 3 (10 components). Materials on physical activity has presented clearly and implicitly using course clusters. Despite these positive points, in the above-mentioned textbooks some gaps were identified regarding being active while staying at home during the COVID-19 epidemic, the disabled’s physical activity, physical activities outside of school, reducing sedentary behaviors, the optimal time for physical activities, etc. Accordingly, to provide information on physical activities and sedentary behaviors in textbooks for students with intellectual disability, experts in parasports should help. Subjects on physical activity should be dealt with in all educational grades and programs on physical activity should be used in course clusters.

The purpose of the research content analysis of the fist secondary school text books( thinking and lifestyle) in regard to self- care. The current research is a quantitative content analysis.  In this research, the research community, the content of the thinking and lifestyle textbooks of the first secondary school (7th, 8th) academic year of 1402-1401 were selected.  The statistical sample of the research included the seventh and eighth grade thinking and lifestyle textbooks (common for boys and girls) and the method of sampling was also targeted.  Content analysis techniques (checklist) were used to collect information.  The initial form of this checklist is prepared from the literature and theoretical foundations of the research.  In order to check the validity of its content, the prepared checklist was given to the tutors and advisors as well as five experts in this field for modification and after applying their opinions, the content analysis checklist was finalized.  The unit of analysis and review in this research was all the components of the book "Thinking and Lifestyle" of the first secondary school (content, pictures, activities, questions) and the unit of registration was a theme.  In this research, the Shannon entropy method was used to analyze the data.  In this order, the data were normalized and the importance coefficient, information load and standard deviation of each component were calculated.  The findings of the research showed that the seventh and eighth grade thinking and lifestyle books paid little attention to self-care.  Among the studied components, the most frequency is related to the physical component (observing proper clothing and according to the seasons), emotional (being kind to yourself and others), psychological (feeling of sufficient self-confidence).  The lowest frequency is related to the components of spiritual self-care, and most of their sub-components (such as reciting and listening to the verses of the Qur'an and participating in religious ceremonies and rituals, doing good deeds, helping the needy, giving thanks for God's blessings) have not been paid attention to.  Self-care skills can be realized by including the components of self-care in educational books and taking a balanced look at it in books of the first secondary school, especially books on thinking and lifestyle.

The purpose of the present research is to analyze artistic and aesthetic function of the images in the books of Hedyehāye Āsemāni (from the 2nd to the 6th stage of elementary school). In this regard, a descriptive-analytical method was used to present accurate analyses of the relationship between artistic images in the elementary level books and Islamic cultural perspectives. In other words, the research question is whether the images in the books of Hedyehāye Āsemāni could present religious content in an aesthetic and artistic framework for the students so that it is truly effective on their soul and perception. In order to answer this question, the artistic essence of images as well as aesthetic function of various pictures to present religious content of the school curriculum were analyzed in terms of virtual or mental images, linguistic images (objective or actual or visual), textual images, comparative images, diagnostic images, innovative and new images, relevant images to poetic texts, and the melody of words. The results indicated that lively and rhythmic pictures in Islamic contexts is evidence that the authors and compilers of Islamic curriculum have created the texts by inspiring art and purposefulness so that they have the potential for humans’ guidance and enlightenment throughout all ages and places. Within these books, individual pictures are aligned with contextual ones so that verbal, imagery, and intellectual systems of relations are evident in the artistic images vividly and clearly. The function of these artistic pictures is to explain, specify, emphasize, and convey meaning and thoughts completely related to specific and general contexts so their representation can be observed through the integrative relations. In conclusion, it should be said that the Islamic curriculum and their artistic images are great examples of rhythmic, structural, literary, linguistic, and imagery aesthetics.

Textbooks play an important role in education. They need to be analyzed and evaluated critically. In teaching a foreign language, the selection of textbooks is necessary; therefore,  it is important to evaluate them. The purpose of this study was to challenge the ideology in the analyzed textbooks, within van Leeuwen’s (2008) framework, and to make the authors and teachers aware of their biases.The materials were eight units of Amuzesh e Novin e Zaban e Farsi series, selected randomly, analyzed within van Leeuwen’s critical discourse (2008) framework. The results showed that inclusion was used many times and on the contrary exclusion did not have many frequencies. This signifies the lack of secrecy. Iranian nationality, Islamic-Iranian culture and Islam were emphasized. The poor have been paid attention to. This prompts a feeling of solidarity among Iranian people. But gender discrimination could be observed. It suggested one of the shortcomings of these series. The deletion of ethnicities and subcultures was observed. Although the impacts of Arabic on Persian were obvious, Farsi was admired, too. Iranian conventions, like Nowruz were also appreciated. One of the applications of this research is to contribute to the improvement of the textbooks written for teaching Persian to the speakers of other languages. Moreover, such studies may show the implicit impacts of textbooks on the addressees, and cause the production of less biased textbooks. If there is less bias in the textbooks, none-Persian speakers will trust them more. Consequently, this study helps the spread of Persian and Iranian culture.

Blended and interdisciplinary education is one of the most important and effective methods in teaching. In this regard, the present research has studied blended teaching of experimental science lessons and the Noble Qur’an chapters using a descriptive-analytic method and qualitative approach. To this aim, first relevant experimental science lessons in physics, chemistry, biology, and experimental science books in 12 school grades were analyzed and then the mentioned Qur’anic verses in those curricula were extracted. Afterwards, some usable Qur’anic verses were extracted for teaching those lessons which had not used any verses from the Qur’an. Finally, the 25th verse of Surah al-Hadid was mentioned to explain the miracle of iron in the chapter of “from Mine to Home” in the 7th grade experimental science book. The case study of the 25th verse in Surah al-Hadid showed that the Qur’an has talked about iron and its features so science teaches at schools can use it for teaching chapter 5 (from Mine to Home) in the 7th grade science book to explain some issues such as how iron was created, features of its net material, its benefits, and so on to prove them by the Qur’anic verses within a section entitled “creation miracles in the Noble Qur’an”. Of course, it seems that the main challenge in this method is teachers’ mastery of teaching interdisciplinary courses and their dominance over an accurate interpretation of different aspects of the Noble Qur’an wonders. Therefore, if this method is adopted for teaching experimental science books, teachers should become familiar with Qur’anic discussions through some workshops so that they can answer their students’ questions in this regard. Moreover, the results showed that although experimental science books have mentioned a few verses as an introduction to some chapters, they were not enough and not chosen accurately. Experimental and Islamic science experts ought to pay more attention to the better explanation of the Qur’anic verses to familiarize students with the miracles of the Noble Qur’an.

In the elementary school textbooks published between 1925-1941, a narrative of the history of the Parthians in Iran has been formulated, which has significant discourse and ideological aspects. Accordingly, the students were exposed to a newly-crafted narrative of the ancient history of Iran in which the rise of the Sasanians was like the victory of light over darkness, and nationalism over xenophilia. In this narrative, not only were the Parthians not considered as Iranian, but there was also a kind of domination of non-Iranian spirit over the Iranian identity, which was terminated by the rise of the Sassanids, and thus a period of national salvation began. The main question of the present research is that which discourse and ideological contexts influenced the dominant narrative in the mentioned texts and turned it into an anti-Parthian narrative, and on the contrary, the Sassanians became known as the saviors of Iran from darkness and ruin? The hypothesis is that ideological requirements, legitimizing requirements as well as the strengthening of a sense of nationalism among elementary school children led to the emergence of a narrative, the focus of which was denial, humiliation and trying to abandon the Parthian heritage.

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.

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.

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%.

 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.

This research has investigated the position of cultural capital components in elementary school textbooks.Metods: For this purpose, the method of content analysis has been used. The statistical population of the research included the content of all the textbooks of the second elementary school in the academic year 2023-24, including the fourth, fifth, and sixth grades, and from this population, Persian books, social studies, and heavenly gifts were selected as samples. The research tool includes the content analysis list of cultural capital components according to Bourdieu's theory, which was prepared before this research, and its validity was recalculated through content validity and its reliability through Scott's method with 91.20%. Descriptive statistics and Shannon's entropy method were used to analyze the data.

The findings show that among the components of cultural capital, which include objectified cultural capital, institutionalized cultural capital, and embodied cultural capital; Objectified cultural capital has the largest share with 1837 frequency and 54.25%, and the lowest is related to institutionalized cultural capital with 86 frequency and 2.53%. The embodied cultural capital also consists of 1463 abundance and 43.20%. Also, the lowest information load and the importance factor related to the institutionalized dimension are equal to 0.25 and 0.03, and the highest information load and the importance factor related to the embodied dimension are equal to 0.37 and 0.18.

Therefore, it can be concluded that considering By allocating 33.73% of the content of the elementary course books to the components of cultural capital, the authors of the textbooks of this course have been able to use the capabilities of the textbooks to reflect the components of cultural capital.

The aim of the research was to determine the level of attention paid to the components of children's rights in fifth grade textbooks. The research method was content analysis and the statistical population of social studies books, Hadih Asemani and Farsi of the fifth grade. The data collection tool was a researcher-made checklist to measure the components of individual, social and family rights. The reliability coefficient of the tool was 0.85 based on William Scott's formula (1995). Shannon's entropy method was used to analyze the data. The results showed that the amount of attention paid to the components of children's rights in the studied books is as follows: In the field of indicators of the individual rights component of children, "the right to identity and human dignity", the first rank is the most attention; and "minority children's rights" are the last rank of the least attention. Regarding family rights, the index "right to parental supervision and intervention" ranks first, the most attention; and "entering the competent court despite the problems" are the last rank of the least attention, and finally, in the field of social rights, "cultural rights" are the first rank of the most attention; And "rights of disabled children and judicial rights of children" are ranked the least attention.

This research was conducted with the aim of investigating the current role of education system in helping the process of political development. The research method is descriptive and quantitative content analysis with practical approach. The research population includes textbooks in the field of educating and learning humanities as well as special objectives and programs of secondary school in the first academic year of 2020-2021. Due to the nature of the research and limitation of the statistical population, the entire research population is considered as a sample. The measurement tool was a researcher-made content analysis checklist and the research results were analyzed using descriptive and inferential statistics indicators through SPSS software. In a summary and based on frequencies obtained from this research and data analysis, it can be concluded that: the textbooks in the field of educating and learning humanities and the goal and special curricula in terms of creating and cultivating the examined concepts and components for political development to students have been inappropriate and very weak and therefore it can be said that they do not provide the necessary ground for the political development of students. Also, studies showed that even with this minimal attention, a logical trend was not followed while distributing the components. This means that the authors of these textbooks and policymakers have not paid special or targeted attention to the issue of political development whether in terms of conceptualization or in terms of knowing the components mentioned in this study.

The use of dictated words in texts and related issues is as important as their production in the Academy of Persian Language and Literature and other formal or informal institutions. As long as words are not put into the text, their usability, linguistic and semantic capabilities are not revealed, and the user does not understand the word as well. Moreover, his level of linguistic knowledge remains hidden in the case of not applying the words. Also, on the other hand, texts are measured in terms of structure originality by word replacement. Since the use of equals in textbooks has been on the agenda for reviewing the Educational Writing and Planning Organization, research on the quantity and quality of that use has received the attention of researchers. This research concentrates on some of the problems in textbooks regarding using of these words and their quantity. The research texts include the books of the elementary course and the first and second years of the theoretical branch of the 1400 edition. The research method is based on studying and examining the content of texts from different aspects of form, linguistics, semantics, and teaching of these equivalents in books and finding out the problems and causes of its occurrence. The purpose of this study is to refine the Persian language from the harms caused by the influence of foreign words and applied errors; Such as inappropriate context, inappropriate foreign word, incorrect category structures, ambiguity, redundancy, and incorrect application of dictated words. Therefore, according to the findings of this study, most of the problems are in the field of syntactic relations between words and also the inconsistency in using the correct way of inserting equals in books. From a quantitative point of view, these cases include more general words with abstract meanings than specialized and objective words. Therefore, it is necessary to review most textbooks for proper use of this group of equals. This study will help to smooth the path of the use of dictated words in Persian language and its fluency, both in the field of word selection and in the field of contextualization, in textbooks.

This article examines intercultural competence and gender representation in the latest locally developed English language coursebooks which are taught in Iranian primary and secondary schools. The study uses content analysis to investigate the extent to which gender is portrayed in coursebooks and also how much these coursebooks reflect equality between men and women. In addition to quantitative analysis, qualitative analysis was conducted to a certain extent. For the first phase of the research, images, names, roles, and topics oriented towards women and men in the reading passages and conversations were analysed. Moreover, since the present study examined intercultural competence within the English language coursebooks, the coursebooks were scrutinized in order to capture every instance in which the eleven aspects of intercultural competence are shown or indicated. The findings revealed that in the newly developed coursebooks, gender imbalances could be observed to a great extent, with males being the dominant gender in names, characters, images, and texts. Intercultural competence was also found to be a major difference between genders, where the books showed higher intercultural competence for men in Emotion, Empathy, and Perspective-taking (EEP) and Intercultural Relations (IR) aspects. Women were shown to be higher in Knowledge of Diversity (KD), but there was no difference in Intercultural relations (IR). Since in these coursebooks, male authors outnumber their female counterparts, it might be beneficial to add more females to an authority's board of authors. Authors are also encouraged to develop coursebooks that promote gender equality by following guidelines provided by Iran's authorities.

Paragraph 6 of the General Policies on Population lays emphasis on the promotion of nutrition literacy within society. The present study aims to evaluate high school textbooks in terms of attention to the food and nutrition literacy factors. The research method here is content analysis. The statistical population incorporates all textbooks of the high school cycle. No sampling has been done for this research, in which the entire population has been surveyed. The measuring tool is the content analysis checklist developed by the researcher. The validity of the tool is determined using the face and content validity method and expert opinions while its reliability has been measured at 96% using the Scott's Pi statistic. The results have been examined using descriptive analysis indicators while the Chi-squared test has been used to compare the frequency of food and nutrition literacy factors in the three disciplines of humanities, natural sciences and mathematics. They showed that attention to the food and nutrition literacy factors in high school textbooks is far from enough with some factors having been neglected in the books. The findings of this research also showed that the frequency of food and nutrition literacy factors in the humanities’ textbooks was significantly lower than in the natural sciences and mathematics textbooks.

Natural hazards are recurring phenomena that can cause significant material and moral damage. Reducing vulnerability to these hazards depends on citizens' understanding and recognition of them. In Iran's current education system, textbooks are the primary teaching tool for this issue. Therefore, it is necessary to evaluate how natural hazards are represented in these textbooks. This study uses content analysis to examine the images and contents of guidance, geography, and human and environment textbooks. The results show that only a small percentage of the textbooks' content was dedicated to natural hazards. Specifically, (6.4%) of social studies course content in middle school textbooks and (7.1%) of first and second grade high school geography textbooks were related to natural hazards. In the third year high school geography book, (33%) of the content was related to hazards, with earthquakes (26%), floods (40%), droughts (14%), and landslides (13%) being the most frequently discussed hazards. In "Human and Environment" textbooks, only (21.2%) of the topics were related to natural hazards, which is insignificant compared to the total contents.

Effective use of the right representation method and style play an important role in expressing the appropriate content and using visual and linguistic signs in Information & knowledge science books. To measure the success of e cover design of LIS academic books in representing the content

Content analysis method was used. By reviewing of semiotics literature, representative indicators were identified and selected based on the Joly analysis method. Out of the titles in the Iranian Ministry of Science list for the field of information science 135 were selected using random sampling method according to visual symptoms. Based on Jolie Indicators, a questionnaire was designed and answered by 120 academic experts in the fields of information science and book design. A checklist was built to collect the views about the covers. Data were analyzed using SPSS and Excel software.

Abstract representation and illustrations were common methods and styles of content representation. Samt Publications followed capturing reality method. The method of capturing reality i was common for library science titles. Information professionals’ viewed abstract representation the most used.t. National Library of Iran used a combination of illustration and typography. Illustration style was common for books about libraries and information centers. Cover designers found illustration style most used.

Cover designs do not represent the content books properly. Cover designers should use appropriate methods and styles