Sirous mahmoudi
Abstract
The present research has been conducted with a view to studying the status of parameters of economic education in the humanities curriculum at high schools. The research is descriptive and content analysis-based. The population chosen for the research comprises all textbooks taught at high school. Using targeted sampling method. Six subjects (Religion and Life, Sociology, Economics, Entrepreneurship Workshop, Social Identity and Geography), including 12 volumes of books, have been chosen as sample. The unit of analysis was content and image. The measuring too was the content analysis checklist designed by researcher, whose validity experts have endorsed and whose reliability has been calculated at 93% by William Scott’s method. Data processing has been done by the Shannon entropy. The main findings of the research indicate that in the high school humanities curriculum, “emphasis on importance of job, occupation and entrepreneurship” with a frequency distribution of 547 (55.7%) and “participation and cooperation” with a frequency distribution of 75 (7.6%) were the most frequent and “importance and value of endeavor and effort” with a frequency distribution of 5 (0.5%) and “legitimate and licit income” with a frequency distribution of 8 (0.8%) were the least frequent parameters. In terms of coefficient of importance, “fighting economic poverty” and “knowledge of economic precepts in Islam” with the coefficients of respectively 0.1.01 and 0.098 were the most important and “knowledge of the concept of inflation” and “participation and cooperation” with the coefficients of respectively 0.011 and 0.013 with were the least important parameters.
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