Document Type : Original Article
Authors
1
Doctoral student of Curriculum Planning, Azad University, Research Unit, Tehran, Iran
2
Professor, Department of Curriculum Planning, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University
3
Associate Professor, Curriculum Planning Department, Humanities Research and Development Institute, Position
4
Professor, Department of Curriculum Planning, Faculty of Humanities, Shahid Rajaee Teacher Training University
Abstract
The present study was conducted to examine the degree of alignment between the intended curricula and the Fitrat-based religious education curricula in primary education. This research is descriptive in nature and applies content analysis using the Shannon Entropy method. The statistical population includes all texts, images, self-assessments, and activities in the Heavenly Gifts (Hadiyeha-ye Asemani) textbooks from the second to the sixth grades of primary school. Accordingly, the statistical sample consists of the curriculum elements of the Heavenly Gifts series, including objectives, content, organization methods, and evaluation, using the complete enumeration approach. First, the objectives listed in the textbooks were analyzed, followed by the content of the Heavenly Gifts books. To examine the suggested instructional methods, the teacher’s guidebooks were analyzed. Finally, in the evaluation section, the questions presented in the textbooks—either at the end of each lesson or within the lessons—were analyzed using a checklist prepared based on Tyler’s (2017) curriculum elements. The results showed that in the second grade, content ranked first in terms of attention with an importance coefficient of 0.338, while objectives ranked fourth with 0.039 (least attention). In the third grade, content ranked first (highest attention) with 0.339, while evaluation ranked fourth with 0.083. In the fourth grade, content ranked first (highest attention) with 0.330, while objectives ranked fourth with 0.098. In the fifth grade, content also ranked first (highest attention) with 0.225, while evaluation ranked fourth with 0.121. Finally, in the sixth grade, content ranked first (highest attention) with 0.328, while evaluation ranked fourth with 0.103.
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