نویسندگان

1 کارشناسی ارشد برنامه ریزی درسی، دانشگاه تریبت دبیر شهید رجایی، تهران، ایران

2 استادیارگروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران

چکیده

پژوهش حاضر با هدف بررسی مؤلفه‌های سواد مالی و سواد اقتصادی در محتوای کتاب‌های درسی دوره ابتدایی انجام شده است. روش تحقیق از نوع تحلیل محتوا و جامعه آماری کتاب‌های درسی دوره ابتدایی درسال تحصیلی 92-1391 است. در این پژوهش حجم نمونه شامل تمامی محتوای کتاب‌های درسی ریاضی (پایه‌های اول تا ششم)، تعلیمات اجتماعی (پایه سوم)، مطالعات اجتماعی (پایه ششم ابتدایی) همچنین بخش مدنی محتوای کتاب‌های تعلیمات اجتماعی پایه‌های چهارم و پنجم ابتدایی است. برای جمع‌آوری داده‌های مورد نیاز از فرم‌های تحلیل محتوای کد گذاری شده با تأکید بر چهار مؤلفه اصلی سواد مالی و چهار مؤلفه اصلی سواد اقتصادی استفاده شده است. روایی صوری و محتوایی ابزار پژوهش، بر اساس نظرات متخصصان و پایایی آن پژوهش بر اساس روش هولستی با ضریب پایایی 95% برای سواد اقتصادی و 93% برای سواد مالی محاسبه شده است. داده‌های حاصل از فرآیند تحلیل محتوا حاکی از آن است که میزان توجه به هر یک از مؤلفه‌های سواد مالی و اقتصادی درمحتوای کتاب‌های درسی متفاوت است؛ ضمناً به مؤلفه‌های  سواد اقتصادی بیشتر از سواد مالی پرداخته شده است. با توجه به نتایج حاصل از این پژوهش و نقش سواد مالی و اقتصادی در دنیای امروز، تأکید بیشتر برمؤلفه‌های سواد مالی و اقتصادی در محتوای کتاب‌های درسی دوره ابتدایی بیش از پیش ضروری به نظر می‌رسد.

کلیدواژه‌ها

عنوان مقاله [English]

Contently analyzing the primary- school textbooks: regarding the components of financial and economical literacy

نویسندگان [English]

  • leila Alizadeh Katanlouei 1
  • Gholamali Ahmadi 2
  • Seyyed Mohamadreza Emam jomae 2

چکیده [English]

The aim of this very study is investigating the components of financial and economic literacy in the contents of the primary-school textbooks in Iran. The research method is of the content analysis type and the research population is the primary- school textbooks of the academic year 1391-1392. The sample size includes all the contents of the mathematic books (grade 1 to 6), social studies books (grade 6), and social teaching books (grade 3) as well as the civil parts of the social teaching books (grade 4& 5). In order to gather the required data, encoded content analysis forms with focus on the four fundamental components of financial literacy and four fundamental components of economical literacy are used. The face and content validity of the instruments have been verified by the experts of the field. Based on Holsti's method, the reliability of the instrument is also estimated as 95% for economic literacy and 93% for financial literacy. The results reveals that the components of economic and financial literacy are differently paid attention in these textbooks; in that, the economic literacy components are considered more than financial literacy components. According to results of this study and the prominent role of the financial and economical literacy in these days, more emphasis on financial and economic components in the contents of the primary school textbooks is required.

کلیدواژه‌ها [English]

  • Content Analysis
  • primary school textbooks
  • financial literacy
  • economical literacy

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