Volume 2, Issue 4 (12-2019)
Iranian Journal of Educational Sociology 2019, 2(4): 93-105 |
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Gholamian R, Hashemi S A, Mashinchi A A, Behroozi M. (2019). Designing an Integrated Social Education Curriculum Pattern in Elementary School. Iranian Journal of Educational Sociology. 2(4), 93-105. doi:10.29252/ijes.2.4.93
URL: http://iase-idje.ir/article-1-674-en.html
URL: http://iase-idje.ir/article-1-674-en.html
1- PhD Student, Department of Curriculum planning, Lamerd Branch, Islamic Azad University, Lamerd, Iran
2- Associate professor, Department of Curriculum planning, Lamerd Branch, Islamic Azad University, Lamerd, Iran
3- Assistant Professor, Department of Curriculum planning, Lamerd Branch, Islamic Azad University, Lamerd, Iran
4- Assistant Professor, Department of Management, Boushehr Branch, Islamic Azad University, Boushehr, Iran
2- Associate professor, Department of Curriculum planning, Lamerd Branch, Islamic Azad University, Lamerd, Iran
3- Assistant Professor, Department of Curriculum planning, Lamerd Branch, Islamic Azad University, Lamerd, Iran
4- Assistant Professor, Department of Management, Boushehr Branch, Islamic Azad University, Boushehr, Iran
Abstract: (1642 Views)
Purpose: The purpose of this study was to design an integrated social education curriculum model in elementary school.
Methodology: The research method was a mixed (qualitative-quantitative) type of sequential-exploratory design. The statistical population consisted of 85 teachers and educational experts in the qualitative section and 830 teachers of social sciences in the quantitative section in the academic year of 2019-2020. The sample size was 40 and 263, respectively. Cluster sampling was selected. The instrument used in the qualitative part was interviews and document summaries, which extracted 70 codes and 18 themes using the content analysis sequential modeling method, and in the quantitative section, the tool used a researcher-made questionnaire. Using the factor analysis method, the extracted concepts were analyzed and analyzed into 21 sub-categories and 10 main categories.
Findings: The results showed that with respect to features such as attention to learners 'educational knowledge, revision of curriculum content formulation and emphasis on flexibility components, interdisciplinary understanding, learners' abilities, and implementation of upstream education curriculum documents, modifying content-organizing approaches from subject-based approaches to integrated approaches can reinforce the elementary curriculum integrated curriculum.
Conclusion: interdisciplinary and logical curriculum integration are essential in the academic and personality development of learners because Can knock Wit to lead learning transfer.
Methodology: The research method was a mixed (qualitative-quantitative) type of sequential-exploratory design. The statistical population consisted of 85 teachers and educational experts in the qualitative section and 830 teachers of social sciences in the quantitative section in the academic year of 2019-2020. The sample size was 40 and 263, respectively. Cluster sampling was selected. The instrument used in the qualitative part was interviews and document summaries, which extracted 70 codes and 18 themes using the content analysis sequential modeling method, and in the quantitative section, the tool used a researcher-made questionnaire. Using the factor analysis method, the extracted concepts were analyzed and analyzed into 21 sub-categories and 10 main categories.
Findings: The results showed that with respect to features such as attention to learners 'educational knowledge, revision of curriculum content formulation and emphasis on flexibility components, interdisciplinary understanding, learners' abilities, and implementation of upstream education curriculum documents, modifying content-organizing approaches from subject-based approaches to integrated approaches can reinforce the elementary curriculum integrated curriculum.
Conclusion: interdisciplinary and logical curriculum integration are essential in the academic and personality development of learners because Can knock Wit to lead learning transfer.
Type of Study: Research Article |
Subject:
Special
Received: 2019/03/14 | Accepted: 2019/06/16 | Published: 2019/12/28
Received: 2019/03/14 | Accepted: 2019/06/16 | Published: 2019/12/28
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