جستجوی مقالات مرتبط با کلیدواژه "ویلیام رومی" در نشریات گروه "علوم تربیتی"

The present research aims to analyze the geography lessons in Social Studies textbooks for elementary school students (grades three to six) using the William Romi formula to determine whether these textbooks effectively engage students in content learning according to their age or not. This analytical study utilizes appropriate descriptive statistical measures, such as frequency, coefficients, table visualization, and calculates students' learning with 10% of the geography section's content, including all images and activities. The engagement coefficient for the text is as follows: Third grade: 2.0, Fourth grade: 7.0, Fifth grade: 9.0, and Sixth grade: 1.0. The research findings indicate that the text of geography lessons in all grade levels is generally passive and has limited research value. The engagement coefficients for images are as follows: Third grade: 3.0, Fourth grade: 7.0, Fifth grade: 5.0, and Sixth grade: 1.0. While the engagement coefficients for fourth and fifth grades are satisfactory, those for third and sixth grades are inactive. It is recommended based on these results that the text of geography lessons in elementary Social Studies textbooks be revised, particularly the parts consisting mainly of content that requires no analysis or interpretation, and replaced with more engaging material to actively involve students in content learning.

The present study aims at analyzing the text content, images, and self-tests of the Sociology textbooks of the Second Grade of High School in Iran education system in order to determine the central issue and the mental involvement of these texts based on Romey's (1968) model. The statistical population of the study is the following textbooks: Sociology(1), Sociology(2), and Sociology(3) published in 2021. The data were collected using researcher-made content analysis form based on William Romey's model. In the analysis of the texts, the questions, and the images of Sociology(1), 1,222, 154, and 194 terms were analyzed and the engagement rate of the texts, the questions, and the images were 0.122, 0.619, and 0.590, respectively. In the analysis of the text, the questions, and the images of Sociology(2), 1057, 77, and 212 terms were analyzed, and the engagement rate for them were 0.036, 2.27, and 0.341, respectively. Regarding the analysis of the texts, the questions, and the images of Sociology(3), 1,048, 136, and 201 terms were examined and the mental engagement were calculated as 0.085, 0.250 and 0.477, respectively. These results indicated the passivity of the text of Sociology(1), the text and images of Sociology(2), and the text and questions of the Sociology(3). In the overall evaluation of the three textbooks, by examining 4,301 terms, the mental involvement rate of the entire content under investigation was calculated as 0.122. Therefore, it can be concluded that the texts of Sociology textbooks of the tenth grade in Iran are constructed passively.

The purpose of this study was to analyze the content of the books of thinking and life style of the first high school from the perspective of moral education. Descriptive-analytical research method, the study population in this study was books of thinking and lifestyle of the first year of high school. All books were analyzed as samples. The data collection tool is a content analysis list based on the method of William Rumi, which was prepared based on theoretical principles and its validity was confirmed by experts in educational sciences. Content analysis list reliability was performed by two analysts. The correlation coefficient between the two independent analyzes was 0.79. The unit of study of book lessons is the unit of text analysis, question and image of the book, which was determined based on active and inactive categories of analysis and coefficient of involvement. Findings showed that the images of the seventh grade thinking and lifestyle book with a coefficient of involvement of 0.23 and the eighth grade thinking and lifestyle with a coefficient of involvement of 0.71 had a low coefficient of involvement. The text engagement coefficient of 0.137, which indicates that the text of thought and lifestyle books is inactive and dynamic, therefore does not provide images and text for the activity. Also, the questions of thinking and lifestyle of the seventh grade with a coefficient of involvement of 4 and the thinking and style of life of the eighth grade with 2.42 have the highest coefficient of involvement.

Effective method to activate students is to actively write the content of the book. The aim of this study is to investigate and analyze the content of the tenth grade geography book of Iran. This research is descriptive and its method is content analysis method based on William Rumi method. The population and statistical sample of this research includes the whole book of geography of Iran in the second grade of high school (in full) which was published in 1399, in which the components of the text, pictures and questions or activities of the book have been analyzed. According to the calculations, the text coefficient of conflict was equal to 0.145 and the image coefficient of conflict was 0.575. The coefficient of conflict of activities was calculated to be 4.84.According to William Rumi, a textbook is active when its engagement coefficient is 0.4 to 1.5, so it can be said that considering the values of engagement coefficients calculated in the book, only the unit of images and desirable And since the coefficient of involvement of the text and activities based on the method of William Rumi is not optimal, so the content of the present book is not appropriate. so the content of the present book is not appropriate and is worthy of course planners and authors. The 10th grade Iranian Geography textbook should be more careful in designing and compiling it,, more emphasis should be placed on the extent of students' participation in the learning process.

The present study qualitatively analyzes the first grade math textbooks of the United States, Japan and Iran based on the Guilford Creativity Index, Gardner Multiple Intelligences and William Rumi Learner Engagement Index. The problem of research is the difficulty and complexity of the first grade Iranian mathematics textbook for students. The study population includes the first mathematics books of the United States, Japan and Iran in 1397-98. Analyzes show that in the first Iranian mathematics textbook, based on the Guilford Creativity Index, divergent thinking has received less attention and no attempt has been made to cultivate students' creativity in the existing content. The level of attention to logical-mathematical intelligence in the content of the first mathematics book in Iran (with a frequency of 11) is very low. Mathematical concepts of Iranian books are more than the mental capacity of learners at this age, which confuses learners and thus leads to reverse performance in the learning process (13 <1).

Textbook is the most important sources for learning, particularly in centralized educational systems. Therefore, in this study, content analysis method is used to determine problem centered and active involvement of learners in newly compilation Persian, social studies, Quran, and business and technology sixth grade books, year 1391 based on William Romey techniques. According to this analysis, three components of student involvement in "text", "questions" and "image" of the book is considered. In the analysis of text, questions and images of social studies book, 978, 139 and 215 units were studied and rate of student involvement with text, questions and images are calculated 0.03, 0.6 and 0.07. Results showed that only questions are in the technique determined range from 0.4 to 1.5 and this explains activeness of questions. In the Quran book, the analysis of text, questions and images, 610, 404 and 41 units were studied and rate of student involvement with text, questions and images were calculated 0.03, 2.72 and 0.1. Only questions were in the specified Romey range. In text, questions and images analysis in the Persian book 850,108 and 44 units were studied and rate of student involvement with text, questions and images were calculated 0.03, 2.72 and 0.1. Only questions were in the specified Romey range. In the analysis of text, questions and images of business and technology book, 677, 132 and 183 units were studied and rate of student involvement with text, questions and images were calculated 0.9, 2.3 and 1.2 and all three items were in Romey range. Rate of learner’s involvement with question s in all four books showed over limit involvement, in other words questions in all book contents were active. Content analysis of texts and images in Persian, social studies and Quran books showed that these books images and texts were adjusted inactively. Content analysis of business and technology book show activeness in test, question and image.

The present study was conducted to analyze the content of the biology textbook of the high school gade 10 in the academic year 1969-97 in terms of being active and inactive based on William Rumi method. The statistical population was the entire content of biology textbook in high school grade 10 including its text, pictures and questions. In this research, sampling was not used, so all the pages of the book were examined. In the book's compilation, periodic exercises, questions at the end of the chapters are exempted. Therefore, the questions in the text were examined in the content section. According to the findings of the study, the determination of the conflictf coefficients (0.19 ),( 0.06) for the text and the images ,respectively show that both the text and the images are inactive. Also, the comparison between animal and plant chapters content indicates that both sections are written inactively and the rate of inactivness in animal subjects is higher.

The content of the textbook is an important element of the education system and plays a vital role in achieving the goals of education. This study investigated pictures and content of social studies textbook in the first grade of high school in the 1394-95 academic year in terms of active content based on Romi William’s technique.The method used in this research  is content analysis. The statistical population consisted of the first grade Social Studies textbook of high school in the 1394-95 academic year. The findings show that the rate of text involvement is 0/11. This indicates that the  content of the first grade Social Studies textbook has been written actively. The rate of images involvement is 0/20. This implies that the book images do not involve the students in learning. Also, the involvement coefficient was calculated to be 2/30 with regard to activity-based  index-analysis of the textbook. This indicates the Social Studies textbook has not been actively designed based on Romi William’s Model.

The aim of the present study was the content analysis of the texts, questions and pictures of the Heavenly gifts book of the sixth-grade students of primary school in terms of being active or passive based on the Roman William 's (year?) perspective in the 91-92 school year. For this to achieve, the sixth-grade book of the Heavenly gifts was investigated totally. Data collection instrument was based on the analysis technique of Roman William (year?) whose theoretical backgrounds and validity have been approved by the pedagogy experts. The book's lessons, texts, questions and pictures underwent a rigorous analysis inspired by the Roman William's formula. Findings suggested that considering the involving index of 0.02, the book's texts were highly passive and static and mostly try to state the realties and provide the readers with determined information while the book's questions showing the involving index of 1.36, were found to be active and useful for dynamic learning to happen. In addition, the book's pictures having the involving index of 0.25 were found to be passive in nature. In better words, the obtained results implied that the book's texts and pictures are designed passively while the book's questions are designed actively and consequently appropriate for bringing about dynamic learning.