Investigating the Level of Attention of Social Studies Textbooks in Elementary School in Iran to the Field of Economic and Professional Education

Background: In the document on fundamental education transformation, economic and vocational education is listed as one of the fields of study. According to international studies, there is a direct link between economic growth and educational development. It is critical to pay close attention to the components of economic education in textbooks.
Objectives: The goal of this research is to see how much attention elementary school social studies textbooks pay to economic-professional education.
 Method: This study's statistical population is all social studies textbooks used in elementary schools during the academic year 1998-99. In addition, the sample size is considered to be the same as the statistical population. The data collection for researcher-made checklists was regulated, and its validity was confirmed by experts, with an emphasis on three areas of cognitive, skill, and attitudinal-emotional about economic education. Descriptive statistics were used to collect and analyze the data.
 Results: According to the findings of the content analysis, social studies books paid 69 percent of their attention to the cognitive domain of economic education, 13.5 percent to the skill domain, and 17.5 percent to the attitude-emotional domain.
Conclusion: The findings show that the cognitive domain is more important than the other domains. Although it has been considered, the skill area of economic education has received insufficient attention.