نوع مقاله : مقاله پژوهشی
نویسنده
دانشجوی کارشناسی ارشدمطالعات فرهنگی، دانشگاه پیام نور، تهران، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
Objective: Textbooks, as the most important means of transferring formal knowledge, play a pivotal role in the formation of students' scientific thinking. Since textbooks are considered the most important factor guiding the teaching-learning process, this study, by adopting the content analysis method (William Rumi method), examined and analyzed the second grade elementary school experimental science textbook from the perspective of text, images, and questions. The present study aimed to analyze the content of the second grade elementary experimental science textbook based on the William Rumi technique based on being active and inactive in 1404.
Research Method: The present research method is descriptive and its method is content analysis based on the William Rumi model. The study population in this study was the second grade elementary experimental science textbook. The entire book was examined and analyzed as a sample. The data collection tool is a checklist analysis based on the William Rumi method, which was prepared based on theoretical foundations and its validity was confirmed by educational science experts. The unit of study is the lessons included in the book and the unit of text analysis is the images and questions of the book, which were analyzed by William Rumi based on active and inactive categories and its engagement coefficient was determined.
Findings: The findings show that the engagement coefficient of the text of the second grade elementary science textbook is 1.045, which means that the book has an active and dynamic text. The images of the book with an engagement coefficient of 0.63 indicate that the images are active and dynamic, and the questions of the book with an engagement coefficient of 2.8 indicate that the questions of the second grade elementary science textbook are inactive.
Conclusion: According to the engagement coefficients obtained in the present study, the second grade elementary school science textbook is active and dynamic in terms of text and images and requires students to be active and engage them in activities, but the book is inactive and non-dynamic in terms of questions because it forces students to be active too much and requires excessive activity from them.
کلیدواژهها [English]
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