Explaining aspects of economic education and necessity of designing its components in curriculum of primary school

چکیده مقاله

Goal of the present research is explaining aspects of economic education and necessity of designing its components in curriculum of primary school. The research methodology had been combinational in this research. In the first stage, knowledge, attitudinal and skill components were extracted by documentary researches and conducting Delphi research and then favorable components of primary school were tested by survey of experts. In the second part, necessity of designing components in contents of curriculum of primary school in Iran has been evaluated through descriptive method type of survey. Population of the research in the stage of analyzing documents was formed by texts related to issue of the research and population of Delphi stage was formed by all professors of Islamic economy and curriculum in Qom city (totally 25 people), all people of the population were participated in the research due to low volume of the population. In the third stage, the population includes all primary teachers in Qom city in school (N=800), 260 people were estimated by using Dowel Krejcie and Morgan table and were selected as sample of the research by using the random clustering sampling method. Tool of the research in the first part is index taking and in the second part is researcher-made questionnaire based on extracted components and aspects, its external and content validities have been confirmed after study by experts. Stability of the questionnaire is equal to 0.90 during calculation of Cronbach's alpha coefficient. In this research, indexes of descriptive statistics (average and standard deviation) and also inferential statistics (T single sample) have been used in order to analyze data. Results of the research indicate that: among components of economic education, the consumption aspect with average of (4.37) has the maximum value of attention also the distribution aspect with average of (4.2) and the production aspect with average of (4.13) are in the next stages of attention and the attitudinal domain of economic education with average of 4.39 has the highest score of necessity.