Journal of Research in Educational Systems

Abstract This study seeks to identify the components and content analysis of the curriculum of empirical sciences based on the document of fundamental change (case study of fifth grade curriculum) in the academic year 1398-1989. The research method is a hybrid design that is conducted in two qualitative phases of content analysis with inductive categorization and in quantitative phase of content analysis by Shannon model. The statistical population of this study is in the qualitative level of the upstream documents of the Iranian education system and in the quantitative level of the fifth grade elementary science books. Data were collected using researcher-made journals and tables that were used to record and identify the components of the fifth grade elementary science book. At the qualitative level, 60 items and 24 components were extracted from fundamental transformation document and analyzed using Shannon entropy model in quantitative phase, 47 items and 22 components from elementary fifth grade curriculum. The results showed that in the fifth elementary empirical science textbook the highest importance coefficient was related to the scientific viewpoints on issues and events, participation in activities, training of entrepreneurship basics and the lowest coefficient of utilization of virtual environments and media to enhance learning, It created a variety of educational opportunities for students with special needs, created opportunities to launch and form learner-made science exhibitions and the ability to work and use digital resources.

Abstract Abstract
The purpose of this article is to investigate the predictive point of view in the upstream documents of Iranian education. For this purpose, in this research, which is a kind of evaluation study, content analysis is used and the descriptive method is used because of the fact that the researcher personally studies and searches criteria and indexes. In the first research, Literature and subject background, the components of critical thinking were identified from the viewpoint of various theorists and researchers. In this section, Bloom's revised classification was used as the dominant theory, and its last three categories, analysis, evaluation and composition (Creation) was selected as a joint component for review. Validity of selected components was confirmed by three field specialists. The reliability coefficient, which was performed with a re-test method, is 96% in this research. Among the research community, the national curriculum document was selected as a sample by purposeful sampling. The results of the research show that, in general, the text and content The national curriculum document does not pay the same attention to the critical thinking components and the emphasis on the composition component (creation) is higher by 43% than the other components, and the component of evaluation is second to 38% and the analysis component with 19% Third grade is the focus and emphasis.