تحلیل محتوای کتاب های مطالعات اجتماعی دورۀ ابتدایی بر اساس معیارهای برنامۀ آموزش فلسفه به کودکان با جهت گیری آموزش چند فرهنگی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر درصدد تحلیل محتوای کتاب های مطالعات اجتماعی دوره ابتدایی از نظر میزان توجه به برنامه آموزش فلسفه به کودکان با جهت گیری آموزش چندفرهنگی است. این پژوهش توصیفی از نوع تحلیل محتوای کمی بود که برای تجزیه و تحلیل داده ها از روش آنتروپی شانون استفاده گردید. ابزار پژوهش، چک لیست محقق ساخته از معیارهای تفکر فلسفی (کاوشگری، استدلالی و تعاملی) و مولفه های آموزش چندفرهنگی (15 مولفه) بوده که روایی آن با استفاده از داوری تخصصی، تأیید و پایایی آن با روش اسکات 87 درصد محاسبه شده است. کل جامعه آماری مشتمل بر 4 جلد کتاب مطالعات اجتماعی پایه های سوم تا ششم به عنوان نمونه انتخاب شد که واحدهای تحلیل نیز متن، تصاویر و فعالیت های کتاب بود. در نهایت 48 مرتبه مولفه های مورد بررسی شناسایی شد که نتایج نشان دهنده ی بیشترین میزان توجه به مفهوم "مواد، وسایل و محیط آموزشی" و سپس مفاهیم ملت/زبان، روش های تدریس و ارتباطات فرهنگی می باشد. مولفه های "عدالت"، "برابری و ضدتبعیض"، "کرامت و حقوق انسانی"، "جنسیت"، "ارزشیابی"، "احترام به عقاید مختلف" و "زندگی مسالمت آمیز" نیز فاقد انعکاس بوده که نشان از توزیع نامتوازن مولفه ها می باشد. بنابراین این برنامه در برنامه درسی مطالعات اجتماعی دوره ی ابتدایی مغفول مانده و با نظر به جامعه ی متکثر ایران، بازنگری در کتب درسی پیشنهاد می شود.A Content Analysis of Elementary social studies Textbooks based on Philosophy for Children program with the orientation of multicultural education
The current study aims to analyze the content of elementary school social studies books in terms of the amount of attention to philosophy for children program with the orientation of multicultural education. The descriptive research was of the quantitative content analysis type using the Shannon entropy method. The research tool was the researcher's checklist made of the criteria of philosophical thinking (exploratory, argumentative, and interactive) and the components of multicultural education (15 components) whose validity was approved by a specialized jury, and its reliability was measured by Scott’s method with an overall agreement of 0.87. The entire statistical population was selected as a sample, including 4 volumes of social studies books for the third to sixth grades. The units of analysis included text, images, and book activities. Finally, 48 components were identified, and the results show the highest level of attention to the concept of "materials, tools and educational environment", followed by the concepts of nation/language, teaching methods and cultural communication. The components of "justice", "equality and anti-discrimination", "dignity and human rights", "gender", "valuation", "respect for different opinions" and "peaceful life" also lacked reflection, which shows an unbalanced distribution. It is the components. Therefore, this program has been neglected in the social studies curriculum of elementary school and considering the pluralistic society of Iran, it is suggested to revise the textbooks Keywords: philosophy for children program, multicultural education, social studies, Shannon Entropy Introduction A conceptual orientation toward multicultural education should be selected or created in order to use it as a suitable guide and strategy and as a criterion to determine progress (Sadeghi, 2011). Supporters of critical multiculturalism policy believe that issues of equality and superiority cannot appear effectively, without posing and creating difficult but necessary and vital questions (Jenks, Lee, and Kanpole, 2001). Therefore, this approach, while challenging the conservative multiculturalism that demands the assimilation of minorities with the norms and dominant culture, also challenges the liberal multiculturalism that claims that all groups in the society have access to equal opportunities and is difficult. - Hard work and meritocracy are the only basis for success in society, they challenge (Abd Elkader, 2015) and inspired by Freire and criticize the one-way communication in the educational system; This approach makes learners slaves to knowledge and will not bring anything except the accumulated memory (Eghbali, Salehi, Ghaedi and Mahmoudnia, 2021) and with Freire, who considers dialogue as the basis of democratic and liberating education. You know, they are aligned. One of the dialogue-oriented programs that have been welcomed due to its primary goal, which is to transform students into critical thinkers (2021, Hurtubise), is the "philosophy for children" teaching program. The goal of teaching philosophy to children is not to turn students into little philosophers, but the ultimate goal is to help students think better than they think now (Zulkifli & Hashim, 2020). In other words, it can be said: the goal of this program is to create a radical change in education, which is achieved by activating the child's thinking through the dialogue and guidance of the teacher, centered on the child. Despite conducting numerous types of research inside and outside the country to identify the components of the philosophy curriculum for children and multicultural education, there is no research on the commonality of these two fields. Therefore, considering the alignment of the theoretical foundations of the program of teaching philosophy to children and the approach of multicultural education, where critical thinking and dialogue are the two main elements, the role of connecting the two approaches, the impor
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