International Journal of Schooling
Volume:2 Issue: 4, Fall 2020

In the document on fundamental education transformation, economic and vocational education is listed as one of the fields of study. According to international studies, there is a direct link between economic growth and educational development. It is critical to pay close attention to the components of economic education in textbooks.

The goal of this research is to see how much attention elementary school social studies textbooks pay to economic-professional education. 

This study's statistical population is all social studies textbooks used in elementary schools during the academic year 1998-99. In addition, the sample size is considered to be the same as the statistical population. The data collection for researcher-made checklists was regulated, and its validity was confirmed by experts, with an emphasis on three areas of cognitive, skill, and attitudinal-emotional about economic education. Descriptive statistics were used to collect and analyze the data. 

According to the findings of the content analysis, social studies books paid 69 percent of their attention to the cognitive domain of economic education, 13.5 percent to the skill domain, and 17.5 percent to the attitude-emotional domain.

The findings show that the cognitive domain is more important than the other domains. Although it has been considered, the skill area of economic education has received insufficient attention.

The purpose of this study is to analyze the quantitative content of second grade social science textbooks with respect to occupation.  This study is a content analysis with a quantitative approach. In this study, a second elementary school social science textbook of the academic year 2021-2022 was included in the content analysis and coded using seven job-related categories. In this study, course units are units and enrollment units are course, activity, and image text. A second arbitrator was used to confirm the type of coding. The correlation value is 0.88 In the 4th grade research book, more attention was paid to educational, cultural, scientific and artistic elements, and less attention was paid to health and medicine. In the 5th grade study book, as in the 4th grade, we have the same focus. In the sixth study, service components are the focus of attention, and administrative issues are the least of focus. Attention to the professional elements of second grade textbooks is not the same, with fifth grade elementary school books paying the most attention to these factors, and fifth grade textbooks paying the least attention to them school. In general, the least attention is paid to jobs related to financial, social, political, health and technical components of engineering. Based on the results of this study, it seems that education planners need to pay more attention when writing textbooks because of the importance of these components in future of students.

The purpose of this study was to examine the content of experimental science textbooks for fourth, fifth, and sixth grade elementary school students in the academic year 2020 in terms of textbook activity, activities, and images using William Romey's formula.

This study's method is content analysis, and its goal is to be one of the applied studies. The statistical population consists of the aforementioned textbooks, whose pages were chosen as a sample and analyzed in accordance with the study's objectives. William Romey's formula is used to analyze text, images, and activities based on active and inactive categories, and the learner engagement index is calculated in each case.

The fourth-grade experimental science textbook has a text engagement coefficient of 0.53, activity of 1.1, and images of 0.6, indicating that they are all active, respectively. The fifth-grade experimental science textbook is inactive, active, and active, with a text engagement coefficient of 22.0, activity 1, and images of 0.8, respectively. The sixth - grade experimental science textbook is inactive, active, and active, with text engagement coefficients of 0.30, 1.3, and 1.5, respectively.

According to the coefficients obtained from the books in question, the fourth-grade experimental science book in the field of text, activity, images are active, active and active, respectively. Fifth grade experimental science in the field of text, activity, images are inactive, active and active respectively. The sixth-grade experimental science textbook is inactive, active and active in the field of text, activity, and images, respectively.