چکیده:
The aim of this research was to conduct a content analysis of newly authored social studies books for the elementary period based on William Rumey's technique. The research method was descriptive-analytical and applied in terms of purpose. The statistical population in this research also included the newly published third, fourth, and sixth grade social studies books from the Composition Office, from which 10 lessons were randomly selected from each book as a sample. The data collection tool is a content analysis checklist for newly authored social studies books for the elementary period, which was prepared based on theoretical foundations and its validity was confirmed by educational science specialists. The unit of study is the lessons included in the book, and the units of analysis are the text, questions, and images of the book, which were analyzed based on active and passive categories using William Rumey's formula, and their engagement coefficient was determined. The results obtained show that the engagement coefficient in the question category had the highest coefficient at 0.79, and images had the lowest engagement coefficient at 0.07; of course, the engagement coefficient for the text category was also low (0.19), indicating that the newly authored social studies books are inactive and non-dynamic. Therefore, the images and text of the newly authored social studies books for the third, fourth, and sixth grades have been compiled in an inactive and non-dynamic manner, while the book's questions have been compiled in an active manner.
خلاصه ماشینی:
The unit of study is the lessons included in the book, and the unit of analysis is the text, questions, and images of the books, which were analyzed based on active and passive categories using William Rumey's formula, and their engagement coefficient was determined.
Fathi (2010), Hashemipour (2013), Alizadeh (2013), Zamani Ara and Niroo (2014), Nadernejad (2013), and Mousavi (2013) in their research have placed the content of newly authored elementary period textbooks under analysis from various angles such as upstream documents, metacognitive components, and the effectiveness of curriculum components and have reached various results.
An examination of the content of social studies books shows that developing and using appropriate historical thinking skills in the classroom; including the ability to read, write, speak, listen, and complete research-based projects and the analysis of primary and secondary documents to draw conclusions about what has occurred in a historical event, creates these abilities in students.
Research Questions 1- Is the level of employing the active presentation method in the text of elementary social studies books based on William Romey's technique at an acceptable level?
Findings First question: The extent of using the active presentation method in the text of elementary social studies books based on William Romey's technique is at an acceptable level.
Examination related to the lesson text category (Refer to the page image) Second question: Have the questions in the newly authored social studies books been presented in an active manner based on William Rumey's technique?
(
, 
, 
)
