Education is one of the areas of human life that has a deep connection with culture. Based on this, schools are formed according to cultural practices and values and within the framework of the curriculum reflect the norms of the society in which they were born. Here, what is primarily important is the curriculum developed in the direction of identity formation and then the way of representing and teaching these concepts, which determines the function of the curriculum. Therefore, the current research, by placing the question-oriented approach (metacognitive model) in the elementary school curriculum, investigates two types of mental and propositional representation, especially the questions of elementary school textbooks, and answers the question of how national identity is represented in textbooks. and what is the desired model of national identity representation in elementary school textbooks based on the metacognitive model? The method of the article is content analysis, and to answer the research questions, the authors have analyzed the content of 15 elementary school books, including Farsi, Heaven's Gift, and social studies in the first, second, third, fourth, fifth, and sixth grades. The findings indicate that the representation of national identity in textbooks is not based on the metacognitive model, but based on the emotional model, and the cognitive and metacognition aspects of national identity have been seriously neglected in elementary school books.
It is not based on the metacognitive model, but based on the emotional model, and the cognitive and metacognition aspects of national identity have been seriously neglected in elementary school books.