ezat khabazi; parinaz banisi
Volume 14, Special Issue , July 2020, , Pages 637-665
Abstract
The purpose of this study was to investigate the attention to identity components in seventh, eighth and ninth grade social studies textbooks. The present study was applied in terms of purpose and in terms of data collection method. The statistical population in the qualitative section consisted of experts ...
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The purpose of this study was to investigate the attention to identity components in seventh, eighth and ninth grade social studies textbooks. The present study was applied in terms of purpose and in terms of data collection method. The statistical population in the qualitative section consisted of experts in the field of education, in which 9 persons participated in the study up to the level of theoretical saturation; The analysis was selected. Data were collected through qualitative interviews and content analysis. The method of data analysis in the qualitative part of the theoretical coding was based on the data theorization method. In the quantitative part, according to the research questions, descriptive and inferential statistics (confirmatory factor analysis) were used. Qualitative results showed that the components of community and social relations, family and parents, social media, age, school, educational system, job prospects, personality, teachers were identified as constituent components, and in quantitative section, seventh grade book was identified. It emphasizes the components of community and social relationships, family and parenting, social media, school, teachers, and career prospects; and the eighth-grade social studies textbook addresses only the component of community and family-parent relationships. In the ninth grade social science book, meanwhile, it emphasizes the components of community and social relationships, family and parents, social media, age, school, and teachers.
