Representations of National Identity in the Methodological Apparatus/Structure of Science & Social Studies Textbooks in the LowerGrades of Primary School /Nacionalni identitet u metodičkom instrumentariju udžbenika iz prirode i društva u nižim razredima osnovne škole

Abstract

This paper presents the results of the research conducted with the aim of examining the frequency and development of the components of national identity in the methodological instrumentation of Science Social Studies textbooks in the first cycle of primary education in Serbia. Starting from the assumptions of the integrative developmental-contextual theory of Bar-Tal and Teichmann, Barrett’s societal-social-cognitive-motivational theory, as well as previous research, national identity is operationalized within 12 categories: family, religion, tradition and customs, national sentiment, language, symbols and emblems, solidarity and comradeship, cultural heritage, distinguished individuals, historical topics, geographical concepts, and general information. We used the methods of theoretical analysis and content analysis to observe the basic units of analysis: a) sentences with additional informative content; b) questions and tasks; and c) pictorial content. The study comprised approved textbooks for 2020/21 of three renowned Serbian publishers (N=12). The results indicate that the methodological instrumentation insufficiently contribute to the formation and strengthening of junior students’ national identity, especially in the domain of didactic apparatus and pictorial content. There is a noticeable developmental trend of the content aimed at strengthening students’ national identity in junior grades of primary school, but the intensity and extent of this content, as well as the dynamics and continuity of its representation are problematic.Keywords: content analysis,methodological apparatus/structure,national identity, Science Social Studies textbooks.---Sažetak U ovom radu prezentirani su rezultati istraživanja provedenoga s ciljem ispitivanja učestalosti i razvojnosti komponenti nacionalnoga identiteta u metodičkom instrumentariju udžbenika iz prirode i društva u prvom ciklusu osnovnoga obrazovanja u Srbiji. Polazeći od pretpostavki integrativno–razvojno-kontekstualne teorije Bar-Tala i Taichmanove (Bar-Tal Teichman, 2005; Teichman, Bar-Tal Abdolrazeq, 2007), društveno-socijalno-kognitivno-motivacijske teorije Barretta (Barrett, 2007; Barrett Oppenheimer, 2011), kao i prethodnih istraživanja, nacionalni identitet je operacionaliziran u 12 kategorija: obitelj, religija, običaji i tradicija, nacionalni osjećaji, jezik, simboli i znamenitosti, solidarnost i zajedništvo, kulturna baština, znamenite osobe, povijesne teme, geografski pojmovi i općenite informacije. Metodom teorijske analize i metodom analize sadržaja opservirane su osnovne jedinice metodičkoga instrumentarija: a) rečenice dodatnoga informativnog sadržaja, b) pitanja i zadatci i c) slikovni sadržaji. Istraživanje uključuje licencirane udžbenike za školsku godinu 2020./21 tri renomirana izdavača u Republici Srbiji (N = 12). Rezultati istraživanja ukazali su na to da metodički instrumentarij udžbenika u nedovoljnoj mjeri doprinosi formiranju i jačanju nacionalnoga identiteta učenika mlađe školske dobi. Primjetna je razvojna linija zastupljenosti sadržaja koja jača nacionalni identitet učenika mlađih razreda osnovne škole, no sporni su opseg i intenzitet tih sadržaja, kao i dinamika i kontinuitet njihove zastupljenosti. Ključne riječi: analiza sadržaja; metodički instrumentarij; nacionalni identitet: udžbenici iz prirode i društva,

Study on the National Identity Education Intentions of Pre-Service Teachers: Evidence from PLS-SEM and fsQCA

“…For example, Danijela et al classified the representation of national identity education in textbooks into 12 aspects, such as family, religion, language and so on, based on integrative developmental-contextual theory and societal-social-cognitive-motivational theory. The textbooks for the lower grades of primary school in Serbia were found to be under-represented in terms of family, religion, language and 12 other aspects of national identity education, and there were problems with the dynamics and continuity of the representations [27]. Research has also shown that study tours are an important way of promoting national identity education, with visits to historical sites and famous landscapes having a direct impact on students' cognition, emotions and behaviour [28].…”