sirous mahmoudi
Abstract
Content analysis of high school textbooks in the humanities field in terms of attention to technological literacyThis study aimed to evaluate the second year high school textbooks in the humanities field in terms of their attention to technological literacy areas. The research method was a descriptive ...
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Content analysis of high school textbooks in the humanities field in terms of attention to technological literacyThis study aimed to evaluate the second year high school textbooks in the humanities field in terms of their attention to technological literacy areas. The research method was a descriptive quantitative content analysis type and the statistical population included all the second year high school textbooks in the humanities field. Due to the limitations of the statistical population, sampling was not carried out and all the textbooks of this course were examined. The measurement tool was a researcher-made content analysis checklist, whose validity was confirmed by experts and experts, and its reliability was calculated as 93% with the re-measurement method. The data processing method was based on the Shannon entropy method. The research findings indicate that in the second year high school textbooks in the humanities field, attention was paid to technological literacy areas a total of 152 times. In this academic year, more attention has been paid to the areas of "Cultural Literacy of Technology" with a frequency of 48 (31.6%), "History of Technology" with a frequency of 41 (27%), and less attention has been paid to the areas of "Critical Literacy of Technology" with a frequency of 26 (17.1%), "Ethics of Technology" with a frequency of 21 (13.8%), and "Futurology of Technology" with a frequency of 16 (10.5%).
Abstract
As regards national identity and searching identity are every society’s basic and necessary issues, and textbooks are transfigurations of the nations’ cultural, educational, religious, political and social policies, the present research aimed at comparative studying the textbook of Social ...
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As regards national identity and searching identity are every society’s basic and necessary issues, and textbooks are transfigurations of the nations’ cultural, educational, religious, political and social policies, the present research aimed at comparative studying the textbook of Social Studies of the 7th grade of junior secondary school and the textbooks of Social Education (history, geography and social education) of grade 1 of the former educational guidance school courses by means of national identity. The population of the study was the textbook of Social Studies of the 7th grade of junior secondary school printed in 1393 and the textbooks of Social education of grade 1 of the former educational guidance school courses including history, geography and social education, printed in 1390. Considering the subject and purpose of the study, all the courses of the textbooks were studied and analyzed. In the realm of descriptive research, the researcher has utilized descriptive statistics and chi square of inferential statistics. The findings show that there are the most frequency in the “social”, “geographical” and “historical” dimensions of the written content and the “cultural” dimension of pictorial content and the least frequency in the “religious” dimension in the textbook of Social Studies of the 7th grade of junior secondary school. In the written content of the textbooks of social education and history, the historical, political and cultural dimensions, and in the pictorial content the “cultural” dimension have been considered at most, and the “religious” dimension has been considered the least.