درخت حوزه‌های تخصصی

Purpose: Text books play an important role in improving the moral status of students, and in the meantime, the amount of attention the text books to moral skills needs to be investigated. Therefore, the aim of this study was to investigating the amount of attention to the moral competencies of the national curriculum of the Islamic Republic of Iran in the social studies text books of the first secondary school. Methodology: This study in terms of implementation method was descriptive which in it was used the method of analyzing text books. The research population was the social studies text books of the first secondary school (7th, 8th and 9th) in the 2021-2022 academic years and all three of them were selected as a sample using the census sampling method. The research tool was taking notes of moral competencies of the curriculum in the mentioned books, which whose face validity was confirmed by curriculum experts and specialists, and whose reliability by test-retest method was calculated 0.86. The data as a content analysis were analyzed with using frequency and percentage frequency method of moral competencies of the national curriculum of the Islamic Republic of Iran in the social studies text books of the first secondary school. Findings: The findings showed that in the social studies text books of the first secondary school (7th, 8th and 9th) according to the national curriculum of the Islamic Republic of Iran were identified number of 139 competencies in the three axes of orientation and desire (62 cases), action and behavior (47 cases) and cognition and knowledge (30 cases) that the share of text books for the seventh, eighth and ninth grades was 58, 39 and 42 cases, respectively. Also, among the 19 moral competencies emphasized in the national curriculum of the Islamic Republic of Iran, the text books of the 7th, 8th, and 9th grades covered only 10, 10, and 12 cases of the competencies, respectively. Conclusion: According to the results of this study, it is necessary to create and promote moral competencies in the social studies text books of the first secondary school based on the national curriculum of the Islamic Republic of Iran.

Purpose: The purpose of the present study was to predict students’ social movement citizenship based on open classroom climate, political efficacy and civic knowledge. Methodology: This study was an applied research according to the purpose and is a type of descriptive-correlational researches on the basis of data collection method. The statistical population of the study consisted of all the students of the college of education and psychology at Semnan University in the academic year 2018-2019. The participants were 227 students (107 male students, 120 female students) who were selected using stratified random sampling method. All of them completed open classroom climate, political awareness, civic knowledge and social movement questionnaires. The data was analyzed by SPSS and LISREL software and Pearson correlation coefficient technique and path analysis model. Findings: The findings showed that there is a positive and significant relationship between open classroom climate, political efficacy and civic knowledge with students’ social movement citizenship. Open classroom climate has not a direct and significant effect on students’ social movement citizenship. Open classroom climate has a significant indirect influence on students’ social movement citizenship through mediation of political efficacy. Open classroom climate has a significant indirect impact on students’ social movement citizenship through mediation of civic knowledge. Conclusion: The results of this study indicate the importance of paying attention to the role of open classroom climate, political awareness and civic knowledge in increasing students’ social movement citizenship.