جستجوی مقالات مرتبط با کلیدواژه « دوره متوسطه نظری » در نشریات گروه « علوم تربیتی »

The present research investigated the content of secondary chemistry textbooks in Iran regarding their attention to industies. The study was an applied-descriptive and content analysis type. The statistical population included 10th, 11th, and 12th-grade chemistry textbooks and the technical and vocational chemistry textbook published in 2021-2022. This research encompassed all the content of these books, including text, images, tables, questions, and activities. And a full-count sampling method was used. Data analysis was done using the descriptive statistics method. The process reliability was verified by experts. The results showed that secondary high school chemistry textbooks had similarities and differences concerning their attention to industrial activities. In all books, paying attention to the secondary industrial sectors (manufacturing industries) was higher than the other sectors. Except for the 11th-grade chemistry book, where the frequency of the primary industrial sectors was slightly higher than that of the tertiary industrial sector, in other books, tertiary industrial sectors were in second place. The 11th-grade chemistry book paid the most attention to the industry category, differing from other books. The other three books had almost equal attention to the industry category. 62.0 percent of the coded items were in the text, and book images were in second place, with 36.2 percent. Textbook activities accounted for 1.8 percent of the coded items, and no industry-related items were coded in the textbooks' tables.

The present paper aims to investigate the amount of multi-cultural education components in the textbooks of secondary schools from 2013 to 2014. It is conducted through text-analysis. The components of Multi-cultural education were initially collected from theoretical text and research background using document analysis and then they were numbered in the textbooks of secondary schools. The units of analysis were sentence, question, picture, activity, and the poem in the textbooks. Research tools were bibliography cards and inventory form in document and text analysis respectively. Data were analyzed by using descriptive statistics. The statistical population is the textbooks of secondary schools from 2013 to2014 and samples were Iran and International History I, Iran and International History II, History (Pre-University Schools), Social Studies (Secondary Schools), Sociology I, Sociology II, Social Studies (Pre-University Schools) which were expected to contain multi-cultural education components. The most significant results are as follows: out of 180 frequencies in the text books of secondary schools, History I with 76, i.e. 42.22% contained the most multi-cultural education components and Social Studies of secondary school with 5, i.e. 2.77% contained the least components. Among the components, “introducing various cultures to students in the content of textbooks” had the largest number of frequencies, i.e. 59 and “helping to understand and tolerate different opinions from various cultures, and defining multi-culture homework for students in the content of textbooks” had the smallest one, only 1, i.e. 0.55%.