Raheleh ghazi ardakani; hasan malaki; Alireza sadeghi
Abstract
The purpose of this study was to present a inquiry-based in education in order to extract its components and to analyze the content of social studies textbooks from the elementary period (third to sixth) in the academic year of 1395-1396, conducted qualitatively and quantitatively in two phases. At first, ...
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The purpose of this study was to present a inquiry-based in education in order to extract its components and to analyze the content of social studies textbooks from the elementary period (third to sixth) in the academic year of 1395-1396, conducted qualitatively and quantitatively in two phases. At first, the first phase examined theoretical foundations The literature review of the research, the views of the scholars of this field and the empirical research background, and the second phase of the analysis of social studies textbooks. In the first phase, data gathering tools are content analysis worksheets for extraction of theoretical basis components and in the second phase of content analysis (quantitative phenomenon) for analyzing the textbooks of elementary social studies based on the extractive components of the first phase. The results of the research in the first phase indicated that the extractive components included critical thinking, problem solving, accountability, participation and collaboration, thinking, meta-cognition, self-regulation, questioning, leadership, leadership, flexibility, reasoning, curiosity, communication skills, co-operation, and collaboration. In the second phase, in the Social Studies Book III, a total of 36 cases, the fourth grade of 37, the fifth grade of 27, and the sixth base of 54 have a inquiry-based component. Therefore, it can be concluded that the above-mentioned books should not be considered and should be addressed by the inquiry approach.
