Assessment of Content of Business and Technology Textbooks Ninth Grade The Amount of Attention to the Concepts of Entrepreneurship

Subject Areas : Research in Curriculum Planning

reza jafariharandi ¹ (Associate Professor in Educational Sciences Department, Literature & Human Sciences Faculty, University of Qom, Qom, Iran.)

Received: 2018-01-19 Accepted : 2019-01-19 Published : 2019-06-22

Keywords: Entrepreneurship Concepts, Shannon Entropy, Quantitative content analysis Ninth grade Business And Technology Textbooks,

Abstract :

Research aimed to An Content Analysis of of assessment of content of business and technology textbooks sixth grade elementary school the amount of attention to the concepts of entrepreneurship descriptive method content analysis was performed. The study population included, business and technology textbooks sixth grade elementary school in school year 2018 Considering the nature and logic of the research, the entire text of the book was examined as an example. Measurement tool, self-made content analysis checklist Consisting of the concept and 41 Index was, the validity of the use of professional judgment (validity and content) determined using Scott reliability 0.97 respectively. results using descriptive statistics were used in the process of Shannon entropy analysis. Based on research, business and technology textbooks Ninth grade elementary school 270 times concepts of entrepreneurship, focused The index distribution of its importance The concepts of risk appetite, achievement, responsibility, creativity, tolerance of ambiguity, internal control and foresight Respectively 0.123, 0.149, 0.160, 0.161, 0.093, 0.164, 0.150. It is also important to factor in the algorithm module, drawing on a computer, motor mechanics, computer games, electrical, mechanical, Construction, automotive, monitoring of child growth and development, crafts and professional academic guidance, respectively 0.103, 0.081, 0.100, 0.101, 0.100, 0.089, 0.097, 0.070, 0.091, 0.100, 0.066. The overall conclusion was that the distribution of importance coefficients in concepts and modules is unbalanced, and education and promotion of entrepreneurship concepts should not be as comprehensive as possible.

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