The Content Analysis of Second Elementary School Experimental Science Books in Iran with Respect to Personal Epistemology Components

The purpose of present study was to investigate the status of personal epistemology components in second elementary Experimental Science curriculum. The research method is survey and content analysis types. The statistical population of the research is the textbooks of the experimental sciences of the fourth, fifth and sixth grade in 1397-98 academic year and because it was necessary to examine all the contents, there was no sampling and the whole population was studied. Also, in the survey phase, 22 professors and specialists in the fields of experimental sciences, Persian literature and psychology were selected with targeted sampling. Children's personal epistemology questionnaire and data log were used to collect data. Descriptive statistics such as frequency and percentage as well as factor loading coefficient were used to analyze the data. The findings showed that in the fourth grade, the emphasis was on the simplicity of knowledge (107 items) and the least emphasis on the certainty of knowledge (3 cases(In the fifth grade, the most emphasis on justification of knowing (65 cases), The result of knowing (60 items) and certainty of knowledge (30 cases) and the least emphasis on knowledge simplicity (30 cases) And the least emphasis was on the simplicity of knowledge (30 cases), and in the sixth grade, the justification of knowing (50) and the result of knowing (40 cases) Most emphasis was placed on the simplicity of knowledge (5 cases). In general, 63.6% of the content of the textbooks of the Empirical sciences from the third to sixth grades is assigned to the components of personal epistemology.