تحلیل محتوای کتاب درسی هدیه‌های آسمانی دوره ابتدایی براساس مولفه های تفکر مراقبتی مبتنی بر آیات قرآن کریم

The aim of this study was to analyze the content of elementary school textbooks regarding the extent of attention paid to the components of caring thinking. For this purpose, a quantitative content analysis method was used. The research population included the content of the "Heavenly Gifts" textbooks for elementary school (first through sixth grades) in the academic year 1403-1404 (2024-2025). Content analysis techniques (checklist) were used to collect data, and the initial form of this checklist was developed based on the research literature and theoretical foundations. To validate the checklist, it was submitted to five experts in this field, and after applying their feedback, the final content analysis checklist was compiled. The unit of analysis in this study consisted of all components of the "Heavenly Gifts" textbooks (including content, images, activities, and questions), and the recording unit was a single theme. The Shannon entropy method was used for data weighting. In this way, the data were normalized, and the importance coefficient, information load, and standard deviation of each component were calculated. The research findings indicated that in the "Heavenly Gifts" textbooks for second to sixth grades, the components of caring thinking have been addressed unevenly and to some extent. Among the studied components, the highest frequency was related to the components of appreciative thinking (respect and valuing others), affective thinking (doing things correctly, avoiding ugly deeds), active thinking (maintaining health, beauty, and well-being), and empathetic thinking (the importance of paying attention to others and kindness). The lowest frequency was related to the components of normative thinking with sub-components (not cheating, taking turns, being polite), active thinking with sub-components (trustworthiness, orderliness in tasks), appreciative thinking with sub-components (justice, fairness, and honesty), and empathetic thinking with the sub-component (being cautious). Most of these sub-components were not addressed.