social studies books

This research has analyzed the content of elementary school social studies books from the perspective of the three virtues of Islamic ethics. For this purpose, the method of content analysis has been used. The statistical population of the research included the content of all the social studies textbooks of the elementary school in the academic year of 2002-03, including the third to sixth grades, which was omitted from sampling and the entire population was investigated. The research tool includes a content analysis list of the three virtues of Islamic ethics, including courage, honesty, and benevolence, which is based on Islamic teachings and the definitions and opinions of Muslim thinkers about moral virtues, and its validity is through content validity and its reliability is through Scott's method. It was calculated with 91.42%. Descriptive statistics and Shannon's entropy method were used for data analysis. In this research, the component of moral courage among the sub-components of courage with an information load of 0.99 and an importance coefficient of 0.46 received the most attention, and the component of verbal honesty among the sub-components of honesty with an information load of 0.03 and an importance coefficient of 0.2 received the least amount of attention. have dedicated themselves. Also, the results showed that the charity component among the sub-components of benevolence has zero frequency in all social studies books in all elementary grades. Therefore, it can be concluded that the three virtues of Islamic ethics have not been paid attention to in a balanced way. It is recommended to review the design and organization of elementary school social studies textbooks as a strategic goal and implement supplementary educational programs as a short-term goal to fill existing gaps.

The present study aims at an analysis of content of textbooks on social studies in primary schools to extract the theoretical model of moral education in those books. The research method was the method of inductive analysis of the qualitative content. To do so, the content of the abovementioned books were investigated from the viewpoints of goals, content, the forms of presenting the content and method (teaching, learning, and assessment). The findings showed that the approach of the textbooks on social studies is an inter-curricula or integrative one. The moral goals are together with other goals of lessons, and the content of the textbooks contain, following the goals, moral themes. The model of setting goals is the pyramid model. Besides, methods such as group discussion, discussion on assumed moral situations, setting models, explanatory method and role-play model were used for teaching-learning. The forms of presenting moral content include text, pictures and practical activities. To evaluate, in addition to usual methods, we suggested methods such as self-assessment.

This research seeks to investigate moral education, the requisites for research morality and the degree of using the components of research morality in the social studies books in primary schools. An integrative method is used in this research and the inquiry is based on: first, a collection of texts and available research projects on moral education and research morality, second, the social studies books (history, geography and civics) in primary schools consisting of 5 books taught in the third, fourth, fifth and sixth levels and the work book taught in the sixth level for the academic years 1392-93. The techniques used for collecting information are the researcher-made inventory of content analysis and its stability and validity approved by educationalists and related experts. The most important research results show that, concerning the social studies books in primary schools, the most attention is given to research morality of the social studies book for the sixth level and the least attention to the fundamentals in research morality of the social studies work book for the sixth level.