Content Analysis of the Civics Textbook in Iran and Providing a Theoretical Framework for the Appropriate Criteria of Determining Content according to the Teachers and Authors’ View

Abstract

Background: Textbook, which is considered as one of the most important sources of students’ learning in educational systems has also an important role in the educational system of Iran. Purpose: the present study was conducted for the content analysis of the civics textbook in Iran and providing a theoretical framework for the appropriate criteria of determining content according to the teachers and authors (based on gender). Methodology: the present study was conducted in the form of causal-comparative study and compilation of questionnaires and content analysis. The analysis was done based on the items of the questionnaire. For this purpose, two groups consisted of 107 male and female teachers who were teaching in the public, non-profit and Shahid schools in Tehran were selected using cluster sampling method. In addition, the six authors of the books mentioned working in the research and educational planning department of the Ministry of Education were selected based on target sampling. Due to the nature of the survey, the researcher-developed questionnaire including 32 items was completed by the participants. The present study was conducted using the statistical method of descriptive analysis by which the data was collected, classified and organized and underwent content analysis using the checklist. Result: the results of the present study offered a theoretical pattern of three sections based on society, individual and subject. Findings: theoretical integrity can be considered important in formulating and preparing the texts element which improves the education vision in the long run.