جستجوی مقالات مرتبط با کلیدواژه « تعلیمات اجتماعی » در نشریات گروه « علوم تربیتی »

The purpose of this study is to review and analyze "social" issues in articles published in scientific journals in the field of curriculum. Synthesis research method was used to analyze the articles and the criterion for selecting articles was to examine the inclusion of the two concepts of "social" and "curriculum" in the title, based on which 29 articles were studied. Findings showed that the use of social issues and its combination with other concepts (mainly as prefixes) in articles with great variety and in some cases without considering their meaning in the context has been done. Also, in most articles, the concept of "social" has been used in combination with other concepts without paying close attention to its meaning and dimensions. Another very important point is the expertise of the authors of the articles, which is mainly in the field of educational sciences and curriculum. Another noteworthy issue is the use of hybrid concepts with the concept of "social" on a wide and sometimes unrelated scale.

The main purpose of this study was to investigate the effectiveness of the positive position of citizenship education and the social factors affecting it in the primary school based on the document of fundamental change in education. The statistical population of elementary school social studies books that include (third, fourth, fifth, sixth grade social studies) in the academic year 1401-1400 and the content of the above books, which includes text and images, has been analyzed. Limited statistical population of sampling has not been done. The tools used in this research are textbooks of social studies and Persian reading (read) elementary school, content analysis form. In the content analysis method, descriptive statistical techniques (frequency, frequency percentage and bar graph) have been used to analyze the data. Findings obtained from the present study indicate that in line with the main question of the research During it, a conceptual component related to the concepts of the book in the content of the mentioned books has been studied. The results of the study show that the conceptual axes in the above-mentioned books that citizenship education is not seriously and boldly regulated and the need for review and new decisions in order to increase the content of the curriculum in the two books and to educate citizens and goals. It should be placed in this framework so that students are familiar with this issue from the beginning of their education and life, future

One of the main roles of the education is to socialize students and the most relevant books on socialization is the book Social Studies and the concept of civil society institutions as a way to strengthen the process of socialization is most relevant to the books of social studies. Civil society is a public sphere between the state and the private sphere and it forms three types of voluntary institutions, namely parties, unions, and N.G.Os. This study seeks to demonstrate the conceptual place of civil society in textbooks of social studies over the past two decades. our main problem is how civil society and its examples are narrated in social studies textbooks. This research has been done in terms of the nature in the form of qualitative research with an analytical descriptive approach. Because on the one hand, it seeks to describe and recognize the existing conditions, and on the other hand, it seeks to analyze the concepts and discover the elements of civil society in the books of social studies. The statistical population of the study is 13 book of social studies of primary and secondary from the 1376 to 1398. According to The research findings, in the content of the reviewed books, a small amount of attention has been paid to civil society and etc,and the most attention (4books) is to introduce voluntary activities related to the "R.C.S". But the most prominent aspect of civil society in social studies of the eighth grade is the introduction of NGOs

The aim of this study was to conduct a comparative analysis of content of the old and new versions of social education textbooks of old and new elementary 4th grade base on the education epistemological principles derived from structural realism. Therefore, initially the characteristics of the principles corresponding with social sphere (principles of associated with the study affair, relying on the evidence, wide view on science, relying on facts, hypotheses, contact with the needs and issues) were presented in within a theoretical framework. Then, the thematic, quantitative, inductive content analysis method was used for answering the research questions. The results of the study showed significance of the principle of relying on the facts and the high frequency of the principle of relevance with the subject under study in the mentioned textbooks. The results also indicated a significant lack of attention to principles of wide view in science and hypothesis making in both versions of the Social Education textbooks.

Considering the general approach in the national curriculum emphasizing both nature and nurture, the 6th grade’s social studies curriculum aims at psycho-social development of both children and adolescents. To identify the frequency of the constituents of social skills covered in this grade’s social studies textbook, the textbooks content was scrutinized utilizing an instrument developed through a case study and validated by confirmatory factor analysis. Results show that the coverage of group skills is most frequent while communication skills are least covered. Also the highest and the lowest indices of importance are attributed to the skills of assertion and communication. Since the coverage of social skills was found to be uneven and favoring communication, cooperation, and value identification skills, other skills need to be covered.

The aims of education are not fulfilled unless educational programs and supplementary materials are taken, well, into consideration. It is, therefore, the textbook the most important reference in educational system. This article is to contantly analyze the social skills in social training book of first grade of junior high school. This book, consisted of four chapters and 78 pages, has been studied based on paragraph unit analysis. Four social skills as communication, assertiveness, autonomy, and coping were selected and content analysis method was used to evaluate these skills. The findings represent that the social skills of self-management, with 21 paragraph and 12.06 percent, has the largest frequency, showing the high concern of the writers to such an issue. Other social skills a consultation and communication are the next two skills being highly noticed (8.04 percent). Also, there is not any paragraph related to the social skill of saying ‘No’.

The purpose of this paper is to study the impact of innovative teaching meted on creativity and academic achievement in social teaching lesson considering the boy students of second grade of junior high school in Buin Zahra during the academic year of 90-91. To do so both test and control groups are needed. Therefore، focusing on control group، a semi-experimental method with pre-test and post-test is used. The study sample included 42 boy students of second grad of junior high school (22 students for test group and 20 for the control). Then، two classes for the sample size was chosen; in that، students randomly were selected for control (n = 20) and test (n = 22) groups during the time of social teaching classes. The pre- test of creativity and academic achievement was administered for both groups Then innovative method in 12 sessions (each 45 min) was applied for test group. then، creativity and academic achievement post-test was taken for two groups. In order to analyze the data، descriptive statistic method (mean، standard deviation) was used and in inferential part the covariance analysis of variance was applied. The results are as follow: Innovative teaching method has caused to increase the creativity of students. Innovative teaching method is making a positive impact on the academic achievement of students. Innovative teaching method has caused to increase creativity’s components of students (fluency، originality، flexibility and elaboration).

Today, national identity is one of the most important issues in developing countries is planned. Much of the training of national identity in the context of formal education takes place. Beginning with the period of fundamental transformation textbooks is also consistent with the new approach. The present article deals with the analysis of national education and from this point of clarification social studies book grade, third grade social studies book compared to the period before the change. Population is included in the book. The content analysis of qualitative and quantitative research methods and the unit of analysis is the theme. Dimensions of national identity in this research include: symbols, values heritage, celebrities, and characters and events. The results show that both components of national identity have been uneven book, and this is more evident in the social studies book. Social teachings of the book to the celebrities and personalities (37/44%) and social studies books to the value of (50/85%) are paid. Neglect of Fame and national events, elimination of political values, greater attention to the social, moral, religious and social features of the book is the period of fundamental change.

This study aimed to determine the extent to which democracy compo-nents are taken into consideration in the Social Education textbooks of the elementary school based on Dewey, Schou, Shariatmadari, Bashirieh and Akhavnkazemi’s viewpoints. For this purpose, first we identified ten components of democracy based on the above men-tioned scholars’ viewpoints. Then we considered the paragraphs, pic-tures and questions in each lesson as the units of analysis. The fre-quency of unites of analysis, either including the democracy compo-nents or not, was counted and analyzed through William Romey's In-dex of Student Engagement (ISE). In addition, using Chi square test, the frequency of distribution of democracy components in all the se-lected textbooks as well as the differences between the engagement coefficients (ratios) was obtained. The results revealed that with re-gard to the democracy components, the Social Education textbook of the third grade had a very weak performance (ISE=0.24), the fourth grade book had a good performance (ISE=1.6), and the fifth grade book had a high performance (ISE=2.23). The questions in Social Ed-ucation textbooks of all the grades showed very weak performance concerning the democracy components. In regard to pictures, only the fifth grade book had a semiactive performance (ISE=0.91). Moreover, the results of Chi square test showed that no significant difference ex-isted among the grades concerning the distribution of democracy 10 Academic Journal of Curriculum Research components. Finally, the distribution of the democracy components in the whole content of the books was significantly unbalanced.

Today، national identity is one of the most important issues in developing countries is planned. Much of the training of national identity in the context of formal education takes place. Beginning with the period of fundamental transformation textbooks is also consistent with the new approach. The present article deals with the analysis of national education and from this point of clarification social studies book grade، third grade social studies book compared to the period before the change. Population is included in the book. The content analysis of qualitative and quantitative research methods and the unit of analysis is the theme. Dimensions of national identity in this research include: symbols، values heritage، celebrities، and characters and events. The results show that both components of national identity have been uneven book، and this is more evident in the social studies book. Social teachings of the book to the celebrities and personalities (37/44%) and social studies books to the value of (50/85%) are paid. Neglect of Fame and national events، elimination of political values، greater attention to the social، moral، religious and social features of the book is the period of fundamental change.

This study investigated pictures and content of social sciences textbook' in first, second & third grades of secondary school in the academic year of 1388-89 (2010-2011) in Iran. It aimed to identify present citizenship educational approaches in textbooks which are transferred to pupils through hidden & formal curriculum. The overall aim of investigating these approaches is to define "good citizen". integrated different views (rule –oriented, participatory & critical citizens) was used for analyzing citizenship educational approaches.. Their characterisitics are as follows: (a) rule- oriented citizen: active, law-obedient, responsible. (b) Participatory citizen: interested in participating in social activities, and cooperating in society development (c) critical citizen: critical of political, economic & social structures, interested in social justice with a motivation for social change. Social sciences textbook were used as tools. description criteria is citizenship education and the unit of registration is paragraph. analysis of textbooks reveals that most content (45/5%) is dedicated to the education of rule–oriented citizens. Then there are participatory (36/06%) and critical citizens (18/44%) respectively. There is 119 pictures in books, which 65% is in the first year, 53% in second year and 32% in the third year textbook. justice and equality is one of considered issue for educating about critical citizens. Results show that 53 percent of pictures in the first year, 1/8% in second year and 8/7% in the third year have female symbols. Lack of emphasizing techniques for understanding picture message is one of critici.