Analysis of Social Studies Textbook of Elementary School Sixth Grade for National Citizen Applicability
Hossein Gholami, Yousef Dehghani, Mohammad Behroozi
The concept of citizenship, although having a long history, is still ambiguous and problematic and depends largely on the particular context of the countries. The aim of this analytical research was based on the applicability of the national citizen in the Social Studies textbook of elementary school sixth-grade. Content analysis was conducted using checklists and William Rummy's technique as the research method. The total volume of the elementary sixth-grade Social Studies book of Islamic Republic of Iran was taken as the sample. National citizen was considered as the description criterion and sentence and question were chosen as the recording units. The results showed that there is a significant difference among the components of the national citizenship in terms of being addressed in the book. The component of participatory citizen has the most frequency and the component of law-abiding citizen has the least frequency. The results of the Chi square test showed that there is a significant difference between the active and the inactive materials of the textbook on addressing the national citizen. Regarding the involvement factor (0.3), the students’ engagement with national citizenship throughout the textbook is low for the text unit. Further, it is equal to 1.7 for the question unit, showing that the national citizenship categories are less satisfactory for this unit.