نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران.
2 استاد مدعو دانشگاه پیام نور
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
The present study aimed to analyze the content of 12th-grade textbooks in three fields—Humanities, Experimental Sciences, and Mathematics-Physics—regarding the extent of attention paid to the Quran and Quranic concepts. The research method was descriptive, using content analysis with an applied approach. The statistical population included all 12th-grade textbooks in the three theoretical fields published in the years 1401-1402 (2022-2023), which were selected purposefully. Based on the literature and research background, a categorization system comprising Quranic concepts and themes was designed. Data analysis was performed using William Romy’s technique for analyzing the content of texts, questions, and images from 25 textbooks. Validity and reliability of the analysis were ensured through credibility and dependability indices. The findings revealed that the most frequent attention to the Quran was direct, through references to verses. In total, 325 references to Quranic components were identified. In the Mathematics-Physics field, the highest number of references were found in the "Religion and Life" textbook, followed by "Persian." In the Experimental Sciences field, the textbooks "Religion and Life," "Persian," and "Earth Sciences" had the highest number of references, respectively. In the Humanities field, the textbooks "Religion and Life," "Arabic," and "Persian" showed the greatest attention to Quranic concepts. In conclusion, although 325 Quranic references were found in the reviewed textbooks, this attention was mainly limited to specific books, and other textbooks did not pay significant attention to the Quran and Quranic concepts. This indicates an uneven distribution of Quranic concepts in curriculum planning.
کلیدواژهها [English]
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