Volume 9, Issue 43 (12-2021)
2021, __(43): 95-115 |
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Behzadi S, Shokouhibidhendi M. Investigating the level of attention to the components of citizen participation education in elementary school textbooks. Journal title 2021; 9 (43) : 8
URL: http://erj.khu.ac.ir/article-1-1028-en.html
URL: http://erj.khu.ac.ir/article-1-1028-en.html
1- Iran University of Science and Technology
2- Iran University of Science and Technology ,shokouhi@iust.ac.ir
2- Iran University of Science and Technology ,
Abstract: (7390 Views)
Nowadays, paying attention to textbooks as a written and codified axis of education in terms of paying attention to issues and components of citizenship, and especially citizen participation along with educational aspects, is very important and is an important aspect of an efficient school. Therefore, this study seeks to examine the extent to which textbooks pay attention to the teachings and skills required for citizen participation. The present research is descriptive-analytical and in order to achieve the intended goals, the elementary school textbooks of the academic year 2020 -2021 as the statistical population of the study were analyzed by content analysis method and the data were processed using Shannon entropy method. Findings show that in general, eight skills of questioning, participating in discussions, listening to discussions and understanding issues, responsibility, cooperation and working with others, sense of place, awareness of citizenship rights and duties, and knowledge of the city and urban management institutions. The required skills related to education and the institutionalization of citizen participation can be on the agenda. In this regard, the emphasis of textbooks is often focused on the two skills of cooperation and working with others and participation in discussions, and other skills have been neglected.
Article number: 8
Type of Study: Research Paper |
Subject:
Curriculum
Received: 2021/07/30 | Revised: 2023/11/1 | Accepted: 2022/04/30 | ePublished: 2022/05/1
Received: 2021/07/30 | Revised: 2023/11/1 | Accepted: 2022/04/30 | ePublished: 2022/05/1
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