1- M.A in educational psychology, university of Zanjan, Iran
2- Department of Psychology, University of Zanjan, Zanjan, Iran
3- Department of Psychology, University of Zanjan, Zanjan, Iran
2- Department of Psychology, University of Zanjan, Zanjan, Iran
3- Department of Psychology, University of Zanjan, Zanjan, Iran
Abstract: (59 Views)
Objective: The present study aimed to analyze the degree of attention paid to components of interactive citizenship skills in the sixth-grade elementary social studies textbook and to determine the relative importance of each component within the developmental process.
Methods: This applied research employed a mixed-methods approach (qualitative and quantitative) using content analysis. The research population included the entire sixth-grade social studies textbook (14th edition, 2025). The units of analysis comprised texts, images, activities, and worksheets. An analytical framework based on five components of interactive skills (civic participation, responsibility, cooperation, respect for differences, and communication skills) was designed. Quantitative data were analyzed using Shannon entropy.
Results: The findings indicated that the component "Respect for Differences" had the highest weight (0.398), while "Responsibility" had the lowest weight (0.093). Other components were ranked as follows: Cooperation (0.219), Civic Participation (0.176), and Communication Skills (0.133). Qualitative analysis revealed that the textbook emphasizes recognizing differences and cooperation within predefined frameworks, while skills related to active agency, constructive criticism, and public participation received less attention.
Conclusion: Overall, the textbook promotes a model of a "passive, ethics-oriented citizen" more than an "active, critical citizen." Revising the content to incorporate practical components of civic participation, social responsibility, and complex communication skills is essential for educating active citizens within their developmental journey.
Methods: This applied research employed a mixed-methods approach (qualitative and quantitative) using content analysis. The research population included the entire sixth-grade social studies textbook (14th edition, 2025). The units of analysis comprised texts, images, activities, and worksheets. An analytical framework based on five components of interactive skills (civic participation, responsibility, cooperation, respect for differences, and communication skills) was designed. Quantitative data were analyzed using Shannon entropy.
Results: The findings indicated that the component "Respect for Differences" had the highest weight (0.398), while "Responsibility" had the lowest weight (0.093). Other components were ranked as follows: Cooperation (0.219), Civic Participation (0.176), and Communication Skills (0.133). Qualitative analysis revealed that the textbook emphasizes recognizing differences and cooperation within predefined frameworks, while skills related to active agency, constructive criticism, and public participation received less attention.
Conclusion: Overall, the textbook promotes a model of a "passive, ethics-oriented citizen" more than an "active, critical citizen." Revising the content to incorporate practical components of civic participation, social responsibility, and complex communication skills is essential for educating active citizens within their developmental journey.
Keywords: Content Analysis, Social Studies Textbook, Citizenship Skills, Developmental Process, Shannon Entropy, Elementary Education
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/12/8 | Accepted: 2026/04/26
Received: 2025/12/8 | Accepted: 2026/04/26
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