تحلیل محتوای کتاب‌های درسی مطالعات اجتماعی از مؤلفه‌های به‌زیستی ریف

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد فلسفۀ تعلیم و تربیت دانشگاه شیراز، شیراز، ایران

2 دانشجوی دکترای برنامه‌ریزی درسی دانشگاه هرمزگان، ‌بندرعباس، ایران

3 دانشیار روان شناسی تربیتی گروه علوم تربیتی دانشکده علوم انسانی دانشگاه‌ هرمزگان، ‌بندرعباس، ‌ایران

4 دانشیار فلسفۀ تعلیم تربیت دانشگاه شیراز، شیراز، ایران

چکیده

به‌زیستی از اندیشه‌ای حمایت می‌کند که افراد را با هدف بهبود و ارتقاء کیفیت زندگی به بازنگری و بازسازی افکار، ارزش‌های فرهنگی و ساختارهای اجتماعی تشویق می‌کند. در این زمینه رویکرد محتوا در جهت درک به‌زیستی دانش‌آموزان حائز اهمیت می‌باشد. بر این اساس هدف پژوهش حاضر، بررسی میزان برخورداری مؤلفه‌های به‌زیستی در کتاب‌های مطالعات اجتماعی دوره ابتدایی می‌باشد. روش این پژوهش توصیفی، تحلیل محتوا می‌باشد و جامعه اطلاع‌رسان این پژوهش شامل چهار جلد کتاب درسی دوره ابتدایی در سال تحصیلی 99-1398 و ابزارهای این پژوهش فرم تحلیل محتوا باتوجه به مؤلفه‌های به‌زیستی ریف است. به این صورت که پس از مشخص کردن مؤلفه‌های مورد نظر به عنوان ملاک‌های تحلیل و تعیین بند، پرسش و تصویر هر درس به عنوان واحد تحلیل با استفاده از تکنیک ویلیام رومی به تحلیل محتوای متن، پرسش‌ها و تصاویر کتاب‌های مذکور اقدام شد. نتایج پژوهش نشان داد که میزان توجه کتب مطالعات اجتماعی دوره ابتدایی به صورت کلی و هر یک از کتاب‌ها به مؤلفه‌های به‌زیستی، در حد پایین‌تر از متوسط (ضریب درگیری پایین‌تر از 1) بوده و از نظر توجه به به‌زیستی و مؤلفه‌های آن به تجدید نظر و ویرایش اساسی نیاز دارند. در این میان کتاب مطالعات اجتماعی پایه سوم با ضریب درگیری 52/0 دارای کم‌ترین ضریب درگیری و کتاب مطالعات اجتماعی ششم با 83/0 دارای بیشترین ضریب درگیری می‌باشند. علاوه بر‌ این، میزان توجه کتاب‌ها به مؤلفه‌ها به صورت متوازن نمی‌باشد و در این میان مؤلفه‌ی روابط مثبت با دیگران بیشترین فراوانی و خودمختاری کم‌ترین فراوانی را به خود اختصاص داده‌اند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Evaluation of social studies textbooks of elementary schools based on the Ryff’s six-model of psycological well-being scale

نویسندگان [English]

  • JABER Eftekhari 1
  • Hojjatا Eftekhari 2
  • Abdovahab Samavi 3
  • Babak Shamshiri 4
1 M.A in Philosophy of Education, University of Shiraz, Shiraz, Iran.
2 Phd. Student of curriculum, University of Hormozgan, Bandar Abbas, Iran.
3 Associate Professor of Psychology, Human Sciences Faculty, University of Hormozgan, Bandar Abbas, Iran.
4 Associate Professor of Philosophy of Education, University of Shiraz, Shiraz, Iran
چکیده [English]

The purpose of this study is to investigate the level of Ryff’s six-model of psycological well-being in social studies textbooks of elementray schools. The method of this descriptive research is content analysis. The informative community of this research includes four volumes of elementary school textbooks which were taught in the academic year of (2009-2010). The tools of this research are the content analysis form according to the Ryff’s six-model of psycological well-being scale. After identifying the desired models as criteria of analysis and determining the clause, questions and pictures of each lesson of the textbooks were used to analyze the content of the text, questions and images of the books by using the technique of William Rumi. The results showed that the level of paying attention to the Ryff ‘s six-model of psycological well-being in social studies textbooks of elementary schools was lower than the average. ( engagement coefficient less than 1) In terms of paying more attention to Ryff’s six-model of psycological well-being in social studies textbooks of elementary schools need to be fundamentally revised and edited. Among the mentioned textbooks, the third grade social studies book with a conflict coefficient of 0.52 has the lowest engagement coefficient and the sixth grade social studies textbook with 0.83 has the highest engagement coefficient. In addition, the level of paying attention to the Ryff’s six-model of psycological well-being in social studies textbooks of elementary schools is not balanced.

کلیدواژه‌ها [English]

  • Content Analysis
  • well-being
  • Ryff&rsquo
  • s six-model of psycological well-being
  • Social Studies
  • Elementary course

مراجع

Amirteimoury, M.H., Zare, M., Sarikhani, R‌. and Salari, M‌. (2014)‌. An Investigation on the Conformity Degree of the Second Grade of Elementary School’s Science and Experimental Book with Creativity Components and High Levels of Bloom’s Cognitive Domain‌. Journal of Innovation and Creativity in the Humanities, 3 (3), 161-186‌ (Text in Persian).
Besançon, M., Fenouillet, F‌. and Shankland, R‌. (2015)‌. Influence of school environment on adolescents' creative potential, motivation and well-being‌. Learning and Individual Differences, 43: 178-184.‏
Bungay, H‌. and Vella-Burrows, T‌. (2013)‌. The effects of participating in creative activities on the health and well-being of children and young people: a rapid review of the literature‌. Perspectives in Public Health, 133(1), 44-52.‏
Diener, E‌. (2009) Subjective well-being‌. In: Diener E‌. (Eds) the science of wellbeing‌. Social indicators research series‌. Springer, Dordrecht‌. Journal of Personality and Social Psychology‌. 84(2), 377–389.
Fathimozafari, R‌. and Alizade, G‌. (2017) The study of ryff's factor scale of psychological well-being in Nahj al-Balagha‌. Journal of Nahjolbalagha, 4 (14), 55-72‌ (Text in Persian).
Ghadampour, E., radmehr, F‌. and yousefvand, L‌. (2018)‌. The effect training of assertiveness program on academic well-being girl students in first grade‌. Journal of New Thoughts on Education, 14 (3),164-180‌ (Text in Persian).
Golestaneh, S.M‌. and Behzadi, A‌. (2019)‌. Effectiveness of Positive Psychology Intervention training on increasing well-being, academic buoyancy and academic achievement in female students‌. Journal of Quarterly of Applied Psychology, 13 (2), 187-208‌ (Text in Persian).
Golparvar, M., Atashpoor, H‌. and Hadipoor M‌. (2013)‌. Comparative Study on Psychological Well-Being of Gifted Female Students in Regular Schools and Schools for Gifted Students‌. Journal of exceptional Children ,12 (2),85-94 ‌(Text in Persian).
Hatefnia, F., Dortaj, F., Alipour, A‌. and Farrokhi, N‌. (2018)‌. Effect of Procrastination on Psychological Well Being: Mediating Role of Flow Experience, Positive-Negative Affective and Life Satisfaction‌. Journal of Social Psychology Research, 9 (33), 53-76‌ (Text in Persian).
Jalali, M‌. and Sadeghi A‌. (2017)‌. The effect of the transition school to university readiness program on career adaptability and academic well-being on freshman students‌. Journal of Research and Planing in Higher Education, 23 (1), 27-47‌. (Text in Persian).
Karimi, K., Kavousian, J., Karamati, H., Arabzadeh, M‌. and Ramezani, V‌. (2016)‌. Structural model of perfectionism, academic motivation and psychological well-being in high school students‌. Journal of Applied Psychology, 10 (3), 311-327‌. (Text in Persian).
Kern, M‌. L., Waters, L‌. E., Adler, A., and White, M‌. A‌. (2015)‌. A multidimensional approach to measuring well-being in students: Application of the PERMA framework‌. The journal of positive psychology, 10(3), 262-271.‏
Mikaeili, N., Afrooz, G‌. and Gholiezadeh, L‌. (2013)‌. The relationship of self-concept and academic burnout with academic performance of girl students‌. Journal of school psychology, 1 (4), 90-103‌ (Text in Persian).
Mirzaei Fandokht, O., Dortaj, F., Saadipour, E., Ebrahimi Ghavam, S‌. and Delavar A‌. (2020)‌. The relationship between autonomy supportive environmental and academic well-being: the mediating role of basic psychological needs‌. Journal of Psychological Science, 19 (87), 299-311‌ (Text in Persian).
Nargesian, J‌. and Nasirzade, S‌. (2019)‌. The effect of metacognitive beliefs on academic well-being mediated by perfectionist students‌. Journal of school psychology, 8 (3), 169-186‌ (Text in Persian).
Rashid, K., Yarmohammadi Vasel, M‌. and Fathi F‌. (2015)‌. The Relationship between Time Attitude, Psychological Well-Being, and Scholastic Achievement in Students‌. Journal of Applied Research in Educational Psychology, 1 (2), 62-73‌ (Text in Persian).
Romey, Wiliyam‌. (1968)‌. Inquiry techniqus for teaching Science‌. London: Prentice hall.
Ryff, C‌. D‌. (1989)‌. Happiness is everything, or isit? Explorations on the meaning ofpsychological wellbeing‌. Journal of Personality and Social Psychology, 57,1069-1081.
Ryff, C‌. D‌. (2013)‌. Psychological well-being revisited Advances in the science and practice of eudemonia‌. Psychotherapy and psychosomatics, 83(1), 10-28.
Tajarod, A., Fazel, A‌. and Ghasemi, F‌. (2015)‌. The Effects of Creative and Critical Thinking Skills on Psychological Well-Being of High School Students in Jahrom‌. Journal of Thinking and child, 5 (9), 21-37‌ (Text in Persian).
The Education Review Office of New Zealand‌. (2016)‌. Wellbeing for success: a resource for schools‌.
Veiskarami, H., Khalili, Z., Alipour, k‌. and AlavI, Z‌. (2019)‌. Mediating Role of Academic Engagemen the Peredicting Academic Wellbeing Based Classroom Socio-Mental Climate in Student‌. Journal of Cognitive Strategies in Learning, 7 (12), 149- 168‌(Text in Persian).

فایل ها

هم رسانی

ارجاع به این مقاله

آمار