Review of the social studies books of the primary educational course of the components of Montessori citizenship education

Document Type : Original Article

Authors

1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehan, Iran

2 PhD. Student in Philosophy of Education, Department of Education, Faculty of Education and Psychology, University of Isfahan, Iran

3 PhD in Curriculum Planning, Lecturer at Farhangian University, Kerman, Iran

10.48310/rsse.2025.19940.1277

Abstract

Background and Objectives: This research analyzes the content of elementary school social studies textbooks based on the application of Montessori-based civic education components. Methods: This descriptive research employed content analysis using Shannon's entropy method. The population consisted of four elementary school social studies textbooks from the 2023-2024 academic year. The sample size was equal to the population size. Findings: The findings revealed that the component "readiness for independent thought and action" (WJ= 0.320) had the highest importance coefficient. Subsequently, the components ranked as follows: "shared civic goals" (WJ= 0.320), "humanity for harmony" (WJ= 0.253), "future citizen's vision" (WJ= 0.178), "knowledge as a prerequisite and personality development as a goal" (WJ= 0.052), "developing worldview" (WJ= 0.038), and "adaptable and critical citizens" (WJ= -0.198). The highest importance coefficient for the components was found in the third-grade textbook (WJ= 0.454), followed by the sixth grade (WJ= 0.359), fifth grade (WJ= 0.138), and the lowest in the fourth grade (WJ= 0.047).. Conclusion: Overall, the Montessori-based civic education components are not evenly distributed. Elementary school social studies textbooks require revision and rewriting to ensure balanced attention to civic education components using a Montessori approach.

Keywords

Quarterly journal of research in social studies education
Volume 7, Issue 3
October 2025
Pages 57-82

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