تبیین و تحلیل محتوای مولفه های سواد حقوقی در کتب دوره دوم متوسطه

هدف کلی این پژوهش، تحلیل محتوای کتاب‌های درسی فارسی(3)، جامعه‌شناسی(3) و هویت اجتماعی دوره دوم متوسطه از حیث انعکاس سواد حقوقی می‌باشد. پژوهش حاضر، با توجه به هدف کلی تحقیق کاربردی، از نوع مطالعات توصیفی-کیفی است. واحد تحلیل کلمه و جمله در کتاب‌های دوره دوم متوسطه بودند. جامعه آماری پژوهش، کتاب‌های درسی دوره دوم متوسطه بودند که وزارت آموزش و پرورش در سال‌تحصیلی 1402-1401 چاپ کرده است. نمونه آماری نیز شامل کتاب‌های درسی فارسی(3)، جامعه‌شناسی(3) و هویت اجتماعی دوره دوم متوسطه بودند و روش نمونه‌گیری به شیوه هدفمند(کتاب‌های مذکور) بود. ابزار گردآوری اطلاعات تهیه چک لیست در کتاب‌های فارسی(3)، جامعه‌شناسی(3) و هویت اجتماعی دوره متوسطه دوم بوده است. به منظور تهیه روایی، پس از تهیه چک‌لیست نهایی، مجددا در اختیاز چند تن از کارشناسان آموزش و پرورش استان، معلمین مدرس کتاب‌های مذکور و همچنین اساتید علوم تربیتی و برنامه‌ریزی درسی دانشگاه آزاد اسلامی مرند قرار گرفت و نظرات آنان اعمال شد. جهت تامین پایایی چک‌لیست، از ضریب آلفای کرونباخ استفاده شد که 0.83 به دست آمده و از پایایی مطلوبی برخودار بود. نتایج نشان داد که در کل سه کتاب تحلیل شده، به میزان 0.10 درصد به آشنایی با قانون اساسی، 0.14 به مقدمه علم حقوق، 0.098 درصد به حقوق جرائم و مجازات‌ها، 0 درصد به حقوق خانواده، 0 درصد به حقوق بیمه، 0.02 درصد به حقوق راهنمایی و رانندگی، 0.20 درصد به حقوق دادسراها و دادگاه‌ها،01 /0 درصد به مسئولیت ناشی از تلف کردن مال دیگری و 0.007 درصد به حقوق قراردادها و معاملات پرداخته شده است.با توجه به یافته های پژوهش بررسی و مطرح کردن این مباحث، در سطح کتب، نیازی مبرم است و باعث آشنایی دانش آموزان و متربیان با این مفاهیم شده به طوری که دانش آموزان با این سازوکار با انواع جرم ها و مجازات های آنها آشنایی پیدا می کنند که به تبع این موضوع با آموزش این مفاهیم، پیشگیری از جرم اتفاق افتاده و م یتوان از بسیاری جرمها و جنایتهایی که در سطح اجتماع رخ می دهد بازدارندگی لازم را به عمل آورد.

explaining and analyzing of legal literacy components in upper secondary schools textbooks

introduction: throughout history, human beings have needed regulations to be able to form and develop a regular and orderly society. they established a set of rules to realize human rights in society. from this perspective, it is necessary to sufficiently inform individuals about the primary regulations in society to realize their rights and those of others, and to implement the laws and regulations governing society as much as possible. accordingly, we can achieve the desired goals of a law-abiding society by planning for legal literacy. legal literacy, as an important element, enables individuals to analyze problems such that it can be known as a field of power that could act as one of the governance tools based on democracy. it necessitates that governments and states pay more special attention to it. furthermore, it could be noticed that legal literacy has a genuine duty to help people to be aware of their rights, to understand their civil tasks, and to increase their social and political literacy. therefore, it could be pointed out that legal literacy means to be aware of rights and tasks that facilitate the realization of justice and balance between different interests. it is the awareness about rights, governance, and obligations of governance that could lead to the change of masses’ behavior and the demand for justice from the governance and its responsibility. on the other hand, it should be emphasized that legal literacy, as an important subject in society, is not in a suitable situation such that the legal system of our country has faced some problems that should be considered significantly.methods: this study was an applied one, objectively employing the content analysis of books, and was descriptive in nature. this study made use of the content analysis method and was an analytical-descriptive study. the population consisted of textbooks from secondary schools that the ministry of education published in the academic year of 2022-2023. the sample size consisted of textbooks from upper secondary schools, including farsi ii, sociology iii, and social sciences (social identity), which were selected using a purposeful sampling method. in this study, the reflection of legal literacy components in textbooks, including farsi iii, sociology iii, and social sciences (social identity), was examined using a checklist. we made use of face and content validity to determine the validity of the checklist, and we employed cronbach’s alpha to calculate the reliability of the checklist (α= .83).results: data analyzed using content analysis method suggested that of the total 6653 persian words in textbook of farsi iii, five words (.07 %) were related to components of “familiarity with constitution”, five words (.07 %) were related to the “introduction to the law science”, five words (.07 %) to “laws of crimes and punishments”, no word (zero) was related to “family rights”, “insurance rights” and “traffic rights”, 12 words (.30 %) were related to “the right to get acquainted with courts and tribunals”, four words (.60 %) to “the right to be familiar with the responsibility of wasting another's property” and three words (.30 %) to “laws of contracts and transactions”. on other hand, of the total 39323 words in the textbook of sociology 3, nine words (.022 %) were related to “familiarity with constitution”, 21 words (.05 %) to the “introduction to the law science”, 9 words (.023 %) to “laws of crimes and punishments”, no word (zero) was related to “family rights”, “insurance rights” and 6 words (.01 %) to “traffic rights”, 6 words (.1 %) were related to “the right to get acquainted with courts and tribunals”, 4 words (.01 %) to “the right to be familiar with the responsibility of wasting another's property” and one word (.002 %) to “laws of contracts and transactions”. furthermore, of the total 24107 words in the textbook of social identity, two words (.008 %) were related to “familiarity with constitution”, four words (.01 %) to the “introduction to the law science”, no word (zero) to “laws of crimes and punishments”, no word (zero) was related to “family rights”, “insurance rights”, two words (.008 %) to “traffic rights”, 2 words (.008 %) were related to “the right to get acquainted with courts and tribunals”, one word (.004 %) to “the right to be familiar with the responsibility of wasting another's property” and 1 word (.004 %) to “laws of contracts and transactions”discussion and conclusion: based on the calculated frequencies of the studied components in the textbooks, it can be stated that legal literacy, as an independent and integrated curriculum, was overlooked. it was not addressed in a balanced way; some components received more attention, while others received less or no attention at all. this indicates that more attention is needed. furthermore, the results showed that there was no required consistency among the contents of legal literacy in the textbooks of farsi iii, sociology iii, and social identity in most sections. based on our results, there is an urgent need to examine and present these topics at the textbook level. this has familiarized students and teachers with these concepts. as a result, students become familiar with the types of crimes and their punishments through this mechanism, which in turn has led to crime prevention. it is possible to prevent many crimes occurring at the community level through this approach.