Presenting an Identity Model Based on Content Analysis of Social Studies Book of Junior High School

Document Type : Original Article

Authors

1 PhD Student of Curriculum, Department of Educational Sciences, Roodehen Branch, Islamic Azad University, Roodehen, Iran

2 Associate Professor, Department of Psychology, Tehran Central Branch, Islamic Azad University, Tehran, Iran

Abstract

Purpose: This study presented an identity model based on content analysis of Junior High School social studies textbooks.
Method: It was an applied qualitative study examining social studies book of Junior High School and taking the idea of education experts in Tehran in 2019. According to the principle of theoretical saturation, 9 of them were selected by targeted sampling and snowball sampling methods. Review of documents and texts and semi-structured interviews were used, the validity of which was evaluated by the appropriate triangulation method and its reliability was calculated by Cohen's Kappa coefficient method to be 0.798. Open, axial and selective coding methods were used to analyze the data.
Findings: The identity model based on the content analysis of social studies book of Junior High School had one category, 9 components and 45 indicators; The components included society and social relations (with 9 indicators), family and parents (with 7 indicators), mass media (with 4 indicators), age (with 2 indicators), school (with 3 indicators), educational system (with 8 indicators), career future (with 3 indicators), personality (with 3 indicators) and teachers (with 6 indicators). Finally, the identity model was designed according to the mentioned components.
Conclusion: According to the identity model, educational professionals and planners can design content to improve students' identities and include them in social studies textbooks.

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