Contently analyzing the social science textbooks: regarding the human rights concepts

Subject Areas : Research in Curriculum Planning

hamed zeinalpoor ¹ , Mohsen Talebzadeh ² , Kurosh Fathi Vajargah ³

1 - 1کارشناس ارشد برنامه ریزی درسی، دانشگاه شهید بهشتی، تهران، ایران
2 - 2استادیار و عضو هیأت علمی دانشگاه شهید بهشتی، تهران، ایران
3 - 3استاد و عضو هیأت علمی دانشگاه شهید بهشتی، تهران، ایران

Received: 2017-10-17 Accepted : 2017-10-17 Published : 2015-05-22

Keywords: Human Rights Concepts, Education of human rights, Social science curriculum,

Abstract :

This present research was conducted with the aim of studying about the degree of attention paid to human rights concepts in formal curriculum.. The statistical population of this research was consisted of all social science textbooks of the high school (three books) in the academic year 2011-2012. With regard to the nature of the subject of this research and the limitation of the statistical population, no sampling was applied and the total population was used as sample size, too. In this research Shannon entropy content analyses method was used. The units of analyses were text, questions, exercises, and pictures. Data were collected via lists of content analysis of textbooks which were formulated after studying theoretical foundation. The validity was approved by educational science and human rights experts. The findings showed that human rights concepts were not focused identically in all the social science textbooks in different grades of high school. That is to say that from the total of 361 human right concepts, about 179 topics (50%) were focused in the first grade whereas, 90 topics (24%) and 92 topics (26%) were mentioned in the second and the third grade, respectively. In addition, there was no specific order in terms of sequence and presentation of such concepts, as well.

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