Background and Objectives: The aim of this research, content analysis of elementary school textbooks is based on the level of attention to knowledge management concepts. This research in terms of approach is quantitative, and in terms of purpose is applied.for this study was used Content analysis method, there have been Pages (Text, Exercise, Image, Footer) analysis unit done with reading studies, images, exercises and activities.
Methodology: The present study is a descriptive research of content analysis type. Sarmad et al. (2022) consider content analysis to have three main stages: preparation and organization, message examination, and data processing. The focus of this research was on the third stage of analysis, data processing. In this study, the content of elementary school textbooks, including text, images, and exercises, was analyzed based on knowledge-sharing components (tacit and explicit) and both group and individual aspects. The entire text was analyzed, and the recording unit included the "entire text and images" of the textbooks of the six elementary grades. This study aimed to process data using a new method derived from systems theory, known as Shannon’s entropy. In information theory, entropy is an index for measuring uncertainty expressed through a probability distribution. This theory, known as the compensatory model, classified the content of elementary school textbooks in terms of attention to knowledge-sharing components (tacit and explicit). The statistical population of this study included all elementary school textbooks, authored and published by the Textbook Planning and Compilation Office. The sample consisted of all textbooks through census sampling: 5 books for the first grade, 6 books for the second grade, 7 books for the third grade, 7 books for the fourth grade, 7 books for the fifth grade, and 9 books for the sixth grade. The main content analysis tool in this research was a researcher-made content analysis checklist for elementary school textbooks, designed based on knowledge-sharing components. This checklist was developed based on knowledge management theories by Nonaka & Takeuchi (1995) and Alavi & Leidner (2001).
Findings: First, the obtained concepts were placed in knowledge sharing (implicit and objective) and group and individual; The data collection tool includes a researcher-made checklist. The research population includes all the published elementary school textbooks, including 41 books, and sampling was omitted. In all the analyzed textbooks, 946 components were identified. Then, the collected data was analyzed with the help of Excel software and using descriptive statistics indicators in Shannon's entropy analytical process. The results showed that the component of group activity (implicit knowledge) has the highest frequency and the lowest component is related to the component of art and entertainment (implicit). Also, among the textbooks, the book of experimental sciences has paid more attention to the concepts of knowledge sharing than other books. Among the textbooks, the normalized data according to the books, the highest coefficient of importance among the different subjects of the elementary course is related to the Persian book, and solutions were presented to improve the status of knowledge sharing and achieve the goals.
Discussion: The results of the study indicate that the attention given to knowledge-sharing components in elementary school textbooks is not balanced, with the sixth grade receiving the most focus. Additionally, the textbooks of Experimental Sciences, Persian, and Work and Technology pay the most attention to knowledge sharing. Although tacit knowledge sharing is prominent in the textbooks and helps develop students' skills, converting it into explicit knowledge remains a significant challenge. To improve this situation, it is necessary for the Textbook Planning Office to ensure a balanced distribution of knowledge-sharing components across all grades, teachers should use active teaching methods, and schools should create an appropriate environment to enhance student interactions and convert tacit knowledge into explicit knowledge. These actions can prepare students for effective participation in knowledge-based organizations in the future.