Comparing the optimal and existing framework of social responsibility training in social studies curriculum of Iran elementary school

Purpose: the present study was carried out with the aim to compare the optimal and existing frameworks of social responsibility training in the social science curriculum of elementary school in iran. regarding this issue, in this study, data have been collected based on the expert opinions, related books, articles, etc. methodology: the research method in this study included the applied and descriptive-survey methods with a combined (qualitative-quantitative) approach. the statistical population in the qualitative section, including the books of fourth, fifth, and sixth grades (examination of documents) and a number of 20 experts in curriculum planning, were selected through judgmental sampling method. in addition, in the quantitative section, the statistical population included all faculty members of the educational sciences from the science and research unit of islamic azad university of azad shahr and farhangian university of gorgan, as 40 individuals (women and men), who were selected using available sampling method. the data collection tools included a researcher-made questionnaire, data collection questionnaire and the researcher-made checklists including: a checklist for the content analysis of textbooks on social studies in the elementary school of iran, a content analysis checklist for the content analysis of guide to curriculum on social studies in the elementary school, and a checklist for the content analysis of the guide to teaching books. the face and content validity of the tool was approved by the experts. the reliability of the tools was calculated using cronbach's alpha coefficient test, which was confirmed statistically. findings: the findings indicated that the optimal social responsibilities to be considered in the social science curriculum of the elementary period in iran included: social responsibility, religious responsibility, economic responsibility, cultural responsibility, political responsibility, environmental responsibility, and occupational responsibility. discussion: the study findings also revealed that the same attention has not been paid to all types of social responsibilities and dimensions of elementary education, rather the cultural, religious, and political responsibilities and also the cognitive dimension of social responsibility training have been regarded. moreover, the least attention was paid to environmental and economic responsibilities, and the functional dimension of training of the social responsibilities has been completely overlooked.