Project Title:
A - Analytical Comparison of Words in the First Grade Persian Textbook of 2000 with the First Grade German Textbook (Bunte fiblel) Similar Semantic Domains
Project Manager: Golrokh Saeednia
Supervisor: Dr. Shahin Nematzadeh
Client: Educational Research and Planning Organization and Al-Zahra University
Introduction
This study is part of a series of case studies of the Elementary School Vocabulary Identification Project, which is being implemented under the management of Dr. Shahin Nematzadeh and in collaboration with the Educational Research and Planning Organization and Al-Zahra University (S). After extracting similar words in the designated semantic domains, the researcher found that the first grade Persian textbook with 110 pages used fewer semantic domains than the similar German textbook with 80 pages. In this study, the words were classified based on semantic domains in order to conduct a comparative study.
Methodology
Following the plan to identify the basic vocabulary of Iranian students in elementary school as the main plan, this research was based on extracting words used in the first grade German textbook. Using other research that was conducted within the framework of the same plan in the field of noun semantic domains, the extracted words were semantically organized to enable accurate and meaningful comparison.
To begin the work, first, the words from the German book were extracted and placed on the sheets of the Educational Research and Planning Organization based on the semantic domains determined, and the word's belonging to the reading, listening, speaking, and writing sections was also determined. After that, the first grade Persian words from 2008 were placed in similar semantic domains. Then, an analytical comparison was made on the extracted words from both books.
Conclusion
After extracting the words from the German first grade textbook and comparing it with the words from the Persian first grade textbook in our country, I was asked whether the words were used in the Persian book by mistake or intentionally because the words in these types of books must first have a meaningful distribution, and secondly, they must be chosen from familiar words close to the child's life. I was able to find words under the identified semantic areas on 80 pages of the German book, but unfortunately, I saw a severe disorder in this regard in the Persian book. Words were sacrificed for weak texts everywhere. Too much attention was paid to writing skills and listening, speaking, and reading skills were ignored.
Note
In the semantic area of ​​kinship names in the Persian book, the formal form of the word "father" is mentioned along with its informal form, "baba," while only the formal form of the word "mother" is mentioned. In the German book, in the same area, there is the word "grandmother" that does not appear in the Persian book, while the grandmother could come and tell a story.
In the semantic area of ​​body parts, in the first grade Persian book, words related to the main and visible parts such as the head, nose, eyes, and ears that appear in the German book are not seen, but the word "gum" has been introduced to teach the "ص" sign.
In the semantic area, only two colors, white and yellow, are mentioned, while in the German book, five color words are introduced. It was not inappropriate that the three colors of our country's flag were used, or in the four beautiful and memorable lessons of the seasons, the word "yellow" was used in the autumn season, white in the winter season, and green in the spring and summer seasons.
B- Content Analysis of Elementary School Textbooks from the Perspective of Work Culture and Technology Education
Executor: Majid Farshad
Supervisor: Adel Yaghma
Customer: Research Institute for Curriculum Planning and Educational Innovations
Abstract
In this study, 27 elementary school textbooks were content analyzed from the perspective of work culture and technology education. The research method was as follows: indicators were prepared based on the fields of work culture and technology education as the two basic research categories. In addition, the Merrill model was used to determine the type of topics and their performance levels. The validity of the indicators was confirmed by relevant experts and the project supervisor, and their reliability coefficient was determined using statistical methods. The required data was extracted from documents and content analysis results and analyzed using a qualitative method. In addition, criteria were considered to compare the books with each other and determine their rank and group, and books with a rating were assigned a rating.
The results of the study showed that work culture and technology education indicators were used in all books in the form of concepts and at the level of recall performance. Work culture indicators were used in 14 books as work methods and at the level of application performance. These books were classified in ranks 1 to 14 in terms of the amount of use of work culture indicators, and only in two books of Persian and fifth-grade experimental sciences were indicators with the level of discovery or innovation performance observed. Technology education indicators were observed in 15 books as work methods and at the level of application performance and ranked them in ranks 1 to 15 in terms of the amount of use of work culture indicators. In this category, indicators with the level of discovery or innovation performance were used in nine books. The results of the study showed that work culture indicators were used more in mathematics books of first, second, and fifth grades, Persian first, and social studies fourth than in other books, and technology education indicators were used more in science books of first to fourth grades, and social studies third than in other books.
In all Persian books for elementary school, the most examples were observed in the category of work culture based on the index of introducing professions and jobs, and in the category of technology education, the most examples were observed in the category of work culture about the talent development index in the form of work methods and at the level of application performance, and in the category of technology education based on the technology product index in the form of concepts. In general, elementary school math books are ranked differently due to the use of numerous examples based on the indicators of both work culture and technology education categories, with the exception of the first math book, which was not included in the technology education category.
The use of indicators of exploration and research and problem-solving skills and design and construction of objects with examples in the subject of work methods and a number in the level of application and discovery or invention performance, is considered a feature of elementary school science books in the technology education category, and ranks have been assigned to them (with the exception of the fifth experimental science). With the exception of the fifth grade experimental science, these books did not have the required score in the work culture category in the books group and were placed in the unrated books group.
The information and communication technology indicator in the technology education category is one of the indicators that concepts have been used in the fourth and fifth grade social studies books. With the exception of the fifth grade social studies book, which is in the technology education category in the unrated books group, the third and fourth grade social studies books have been assigned ranks in both categories.
In all elementary school books, the indicators of celebrating the status of workers and work ethics and conscience in the work culture category and the importance of technology in the technology education category have been observed from one to three times.