Assessment of the Position of Cultural Intelligence Dimensions and Components in the Educational Textbooks Content of Secondary High School Course of Iran in the Social Studies Scope

Subject Areas : Educational Science

hasan najafi ¹ , alireza sadegi ²

1 - دکتری مطالعات برنامه درسی، گروه برنامه درسی، دانشگاه علامه طباطبایی، تهران، ایران
2 - استادیار گروه برنامه ریزی درسی، دانشگاه علامه طباطبائی، تهران ، ایران

Received: 2016-11-18 Accepted : 2016-12-03 Published : 2016-09-20

Keywords: Content Analysis, Cultural Intelligence, educational text books, Social Studies, secondary high school course,

Abstract :

This research objective is Assessment of the position of cultural intelligence dimensions and components in the educational textbooks content of secondary high school course of Iran in the social studies scope. Research method is descriptive-content analysis. Statistical society includes all educational textbook of secondary high school course in the social studies scope in 2014-15 academic year, that According to adapt to the analytical logic of purposive sampling was used and all four social studies textbook first year, second year sociology, sociology of the third and fourth year of civics are intended as examples. Measuring tool, Czech researcher was content analysis and its validity was confirmed by experts and its reliability Svry- content and test-retest 0/93 respectively. Research results were examined and analyzed by using indicators of descriptive statistics in Shannon's Entropy Software Version 2015 analysis process. The main findings of research indicates that the books of secondary high school course in social studies scope have been attended to cultural intelligence dimensions and components 747 times, that its amount in grades; first, secondary, third, fourth courses were 119,167,208 and 253 times respectively. Also among the Assessment dimensions; meta-cognition dimension with 0.986 and importance coefficient 0.266, have been allocated maximum attention to itself, and behavioral dimension with information load rate 0.785 and importance coefficient 0.212 have been allocated minimum attention to itself.