1- PhD Student, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2- Associate Professor, Department of Educational Science, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
3- Assistant Professor, Department of Physiology, Basic Dental Sciences, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran
2- Associate Professor, Department of Educational Science, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
3- Assistant Professor, Department of Physiology, Basic Dental Sciences, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran
Abstract: (129 Views)
The present study is qualitative research was done based on the synthesis method and the deductive model. The research environment in the synthesis-research stage included all reference texts in the range of 2008 to 2020 for foreign studies and from 1387 to 1399 for internal documents in the field of experimental science education in the second year of elementary school. Based on this, 40 sources were selected by purposive selection method and the sampling process was stopped based on information saturation. Stopping the sampling process in both stages was based on information saturation. In order to analyze the data, it should be noted that the data collection tool in the first stage was a library, which for this purpose used to take notes from specialized articles and books in order to synthesize the experimental science education course of the second elementary school. Based on the findings of synthesis research based on the analogy model of environmental factors affecting education including supportive factors (family-centered-school-based), extracurricular environment, socio-cultural environment, science curriculum design including purpose (educational-nurturing-motivational), content (Knowledge-Skills-Practice-Thinking Challenge), Teaching Strategies (Group Discussion-Pre-Organization De-Exploration-Problem Solving-Learner-Laboratory Assistants-Game-Oriented-Aesthetic), In-School Environment (Independent-Individual-Deep- Participatory-exploratory), evaluation (assessment tools - assessment methods), learned skills (life skills, mental skills, social skills, thinking skills), science education approaches (teacher-centered, student-centered) and learning experiences (Meaningful experiences and value experiences).
Type of Study: Original |
Subject:
Educational Psychology
Received: 2022/03/30 | Accepted: 2022/06/15
Received: 2022/03/30 | Accepted: 2022/06/15
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