چکیده:
The purpose of the present study is to analyze the content of social studies and experimental science textbooks in the middle school period based on the components of emotional intelligence. To this end, social studies and science textbooks for the first, second, and third years were examined using the content analysis method based on the emotional intelligence components according to David Goleman's checklist, which includes 5 components and 26 sub-categories. The results of this research showed that the most common emotional intelligence component in the text of the social studies book is the social awareness component; in the exercises, it is the self-management component; in the images, it is the social skills component; and in the text and exercises of the science book, it is the self-management component. The highest amount of attention in the text of the first-year social studies book included the self-management component, and in the second and third years, the social awareness component; in the text of the first-year science book, the motivation component, and in the second and third years, the social skills and self-awareness components; in the exercises of the social studies books for all three years, the self-management component; in the exercises of the science books for the first and second years, the self-management component, and in the third year, the social skills component; and in the images of the social studies books for all three years, the social skills component. None of the emotional intelligence components were addressed in the images of the science books. Given the research results, it can be said overall that emotional intelligence components have been addressed in social studies books, while very little attention has been paid to these components in science books. Additionally, the emotional intelligence components in social studies and experimental science books are not logically arranged from one grade level to another.
خلاصه ماشینی:
In this method, where the first and important step was the accurate observation of existing information, on one hand, the information from the Social Studies and Experimental Science textbooks of the first, second, and third years of the middle school period was analyzed based on the previously determined unit of analysis of the text, question, and image components of the books.
Table 2: Examination of the sub-components of emotional intelligence in the text of the Social Studies and Sciences textbook for the three years of the middle school period {Refer to the attached table file} (Refer to the page image) (Refer to the page image) According to Table No. 2, the level of attention to the components of emotional intelligence in the text of the first-year Social Studies books are, respectively: self-management with 36.
Also, the level of attention to the components of emotional intelligence in the text of the first-year Science books of the guidance period includes the components of motivation and self-management, each with 47.
(Refer to the page image) (Refer to the page image) (Refer to the page image) As Table No. 3 shows, the level of attention to the emotional intelligence components in the exercises of the first-year Social Studies book are respectively: self-management at 58.
(Refer to the page image) Based on Table 5, the most common emotional intelligence component in the text of the Social Studies book of the first year of middle school, the self-management component is 36.
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