A comparative study of the content of books in the official curriculum of Iranian experimental science education with Japan, Germany, England, France and the United States

Document Type : Original Article

Authors

1 PhD student in Curriculum Planning, Shiraz University

2 Faculty member of Shiraz University

10.30510/psi.2022.333194.3221

Abstract

In this study, among the various elements of the curriculum, the content element of books in the curriculum of selected countries was examined and compared. The research method in this study with a comparative approach was a combination of qualitative and quantitative study. The help is a winning model that was done in four stages of description, interpretation, proximity and comparison. For this purpose, to study the content element, the content of the field of earth sciences and biology textbooks of elementary school in Iran, Japan, England, France, Germany and the United States were studied and in a small part, William Rumi's quantitative content analysis technique was used. For this purpose, the level of active (research-oriented) content of experimental science textbooks in each of the selected countries was determined and compared according to the formula of William Rumi. The results of the present study showed that there are similarities and differences in the content of experimental science books in Iran with Japan, Germany, England, France and the United States. Based on the results of the present study, it was found that the textbooks of Japan, Germany, England, France and the United States, as well as Iran; All have an active and research-oriented approach, which is seen to varying degrees in all countries studied. However, this issue was stronger in some countries, including the United States and Japan, and in these two countries; The level of activity of books has been more than other countries

Keywords

Political Sociology of Iran
Volume 5, Issue 12
February 2023
Pages 1883-1906

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