Content Analysis of Farsi Elementary School Reading Textbooks Based on Philosophical Thought Criterions on Lippman's theory

Subject Areas : Research in Curriculum Planning

Marziyeh  Motamedi Mohammadabadi ¹ (Ph.D. student of Curriculum field, Department of Education, Faculty of Education and Psychology University of Isfahan, Iran.)
Elham  Azimi ² (Master of Educational Planning, Department of Education, Faculty of Education and Psychology, University of Isfahan, Iran.)
Reza Ali  Nowrozi ³ (Associate Professor, Educational Sciences Department, University of Isfahan, Iran.)

Received: 2017-06-18 Accepted : 2019-10-08 Published : 2019-12-22

Keywords: Content Analysis, Philosophy for children, Textbook, elementary school, Philosophical thinking,

Abstract :

Teaching philosophy has been proposed as an important program to train of thought in most countries in the world. The main objective of this study was to analyze the content of Persian elementary school reading books (with an emphasis on the stories) based on components of philosophical thought in the philosophy for children program. The data collection was performed by content analysis method based on a list of philosophical thinking measures including three concepts (reasoning, conceptualization and judgment) and twelve sub-components. The population consisted of reading books of first to sixth grade of Iran in 2016. To analyze the data, descriptive statistics were used. In analyzed books, a total of 578 components related to the concepts of philosophical thinking were identified. The results suggested that in the textbook under study the highest frequencies were allocated to the category of reasoning and judgment has obtained the lowest attention. Also among the textbooks under study the reading textbooks of fifth and sixth grade were more focused on the components of philosophical thinking and the lowest level was associated with the reading textbook of the first grade.

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