فصلنامه پژوهشهای اقتصادی ایران (Jan 2012)
The Study of Economic Prerequisites of Development in the Primary Education Text-books
Abstract
As in the current centered educational system "text-book" represents educational goals at the national level. Thus, in this study attempt was made to answer this question based on content analyzing: "how much importance has been devoted to economic concepts in the primary education text-books". So, after some preliminary theoretical studies, content analyzing pattern was designed. Then the validity and reliability of this pattern calculated and analysis was begun. For this purpose, by using data collection bill, the content of the primary education text-books except mathematics were analyzed in academic year (1385-1386). Then, economic concepts and implications were identified and classified in five types: "microeconomics, macroeconomics, economic development, labor economic and international economics" and two presentation ways (direct & indirect). The results of investigation show that economic concepts in relation to economic development, microeconomics, labor economics, macroeconomics and international economics orderly have been devoted to themselves the most amplitudes. Also, the economic concepts presentation ways were different, for economic concepts in relation to microeconomics, macroeconomics, economic development and international economics; the direct presentation way has been used frequently and for labor economics indirect presentation way has been used. in general, the direct presentation way used more than indirect way. The analysis show that economic concepts presentation in various bases hadn’t special order and although, economic concepts has increased progressively from first primary grade to fifth primary grade, but this process hasn’t liner motion and has some inflections. Also, economic concepts have been presented in theoretical manner. At the end we suggest that more attention must be paid to some concepts of microeconomics and macroeconomics. Also, in addition to theoretical instruction of economic concepts, practical instruction by using more active methods must be considered.
