مجله پژوهش های برنامه درسی
سال سوم شماره 2 (پیاپی 6، پاییز و زمستان 1392)

The aim of this study is to analyze the content of social studies and natural sciences textbooks of the secondary school on the basis of the emotional intelligence components. Target data of this study was the textbooks of social studies and natural sciences of the first, the second, and the third grades of the secondary school. In order to determine and inspect the emotional intelligence components all of the textbooks content (including texts, exercises, and illustrations) was examined based on David Goleman’s Emotional Intelligence Checklist, consisting of 5 components and 26 sub-categories, by means of content analysis method. The results of the study showed that the most prevailing EI components in the textbooks were social awareness in the texts of social studies, Self-management in the exercises, and social skill in the illustrations; while in natural sciences textbooks’ exercises and texts the most prevailing component was that of self-management, yet in the illustrations no EI component was found. The uttermost attention in the texts of social studies in the first grade was drawn to self-management component; while the second and the third grades’ texts were chiefly concerned with social awareness component, also in the texts of natural sciences in the first grade mostly motivation component and in the second and the third grades social skill and self-awareness components were tangible. The exercises of all three grades’ textbooks of social studies mainly attended to self-management component, while in the exercises of natural sciences textbooks of the first and the second grades self-management component and in the third grade social skill component were mostly dealt with. In the illustrations of the social studies textbooks of all three grades social skill component was mainly tangible. None of the EI components have been attended in the illustrations of the science textbooks. By and large, it can be said EI components in social studies textbooks were prevailing; while in natural sciences textbooks, these components were dealt with superficially. Also the EI components in both social studies and natural sciences textbooks were not logically arranged level by level (the attention to the EI components should increase in harmony with the increase in age and change of focus from the individual components in the first year to those of social in the third year). The aim of this study is to analyze the content of social studies and natural sciences textbooks of the secondary school In the illustrations of the social studies textbooks of all three grades social skill component was mainly tangible. By and large, it can be said EI components in social studies textbooks were prevailing; while in natural sciences textbooks, these components were dealt with superficially. Also the EI components in both social studies and natural sciences textbooks were not logically arranged level by level (the attention to the EI components should increase in harmony with the increase in age and change of focus from the individual components in the first year to those of social in the third year).

The Purpose of this paper: Design and preparation of diagnostic reading comprehension test and relibity and validity for third and fourth and fifth grade students. The sample was 1200 students. The test has two main. Part: I- includes reading skills and part 2- includes: comprehension skills. Reading skills has three sub skills. 1) Fluency 2) vocabulary development 3) phonological awareness and comprehension skills has 8 sub skills: I- main idea 2) simple inference 3) Fact and reality 4) cause and effect 5) sequencing and ordering 6) Drawing conclusion 7) Inter peratation 8) Author’s purpose. This test has two phase. Pilot and essential, in preparing content validity, criterion validity and reliability of test by test retest and Alpha kronbach was assessed. The results showed content validity and reliability was good the relibity was calcutated as by chrombach alpa. The best reliability of sub tests were-fluency-vocabulary and main idea and and in validity the sub tests are fluency and vocabulary and main idea. Diagnostic test are used to measure variety of reading and comprehension skills. Although they can be given as soon as a screening test indicates a child is behind in reading growth, they to read. R.C.test seems to be an appropriate tool for screening reading disorder of elementary school.

The main purpose of this study was comparing the effect of two teaching methods based on Dick & Carey instructional design model and Gagne instructional design model on motivation and learning in science at the first year high school students. The method of this study is Quasi-experimental research and the research design pretest-posttest with the two groups. The statistical society of this study included all female students of six year primary school who were studying in Shiraz city in the academic year 2013-2014. The statistical sample in this study was 54 female students due to limitation in implement was ran as an available sample. The data collection instrument was Hermans promotion motivation questionnaire and researcher-made learning test. In order to calculate the motivation questionnaire reliability, the Cronbach's Alfa method was used that its value was 0.87. In order to calculate the reliability of learning test the kuder.Richardson 20 was used that its value was 73%. For data analysis, Covariance statistical test was used and the results showed that there is no difference in the rate of motivation between Dick & Carey’s model and Gagne’s model but it was showed that there is a significant difference in rate of learning between the Dick & Carey model and Gagne’s model is more effective on students learning.

Health is one of god’s great bounties. Mankind specially in present time that life become mechanical for keep its healthy should be try. One of ways of proving human health specially for children as vulnerable class of society is sport activity and having body movement curriculum is as the clearest approach to provide students health. So it is necessary to analyze textbooks content as the most important of education element to determine the amount of attention to each considered concepts in sport field. Components of this study include awareness of sport important in health and prevention of diseases, suitable time for sport activity, performance of sport appropriate with age of children, awareness of lack of sport and body movement disadvantages, introducing kids of sport to children, training of different sport, familiarizing in proper nutrition after doing sport, considering to local and native sport, introducing with famous athletes and relevant sporting scope to them. Using method in analyzing of present study content was Shannon entropy and unit of analysis is also text in pages. Statistical society all of guidance books; include 37 book volumes at education year1387-1388and statistical sample of this study, five topic of Farsi, social education, sciences, Koran, religious. Obtained consequences of data analysis show that is considered to sport and body movements components move than other components and the least rate of attention is related to the for suitable time for sport activity, knowledge components from defects, lack of physical activity, training of different sport, and making aware about appropriate nutrition after doing exercise and paying considering to local and native sport.

The aim of the present study was the content analysis of the texts, questions and pictures of the Heavenly gifts book of the sixth-grade students of primary school in terms of being active or passive based on the Roman William 's (year?) perspective in the 91-92 school year. For this to achieve, the sixth-grade book of the Heavenly gifts was investigated totally. Data collection instrument was based on the analysis technique of Roman William (year?) whose theoretical backgrounds and validity have been approved by the pedagogy experts. The book's lessons, texts, questions and pictures underwent a rigorous analysis inspired by the Roman William's formula. Findings suggested that considering the involving index of 0.02, the book's texts were highly passive and static and mostly try to state the realties and provide the readers with determined information while the book's questions showing the involving index of 1.36, were found to be active and useful for dynamic learning to happen. In addition, the book's pictures having the involving index of 0.25 were found to be passive in nature. In better words, the obtained results implied that the book's texts and pictures are designed passively while the book's questions are designed actively and consequently appropriate for bringing about dynamic learning.