Content indicators in the science and technology curriculum of elementary education and the amount of attention paid to them

Document Type : Original Article

Authors

1 Assistant Professor Department of Educational and Curriculum Innovations Institute for Research and Planning in Higher Education, Tehran, Iran

2 Assistant Professor, Department of Educational Sciences, Farhangian University, PO Box 889-14665, Tehran, Iran.

3 Assistant Professor, Department of Higher education management studies, Institute for Research and Planning in Higher Education, Tehran, Iran.

Abstract

The present research was conducted with the aim of identifying the indicators of the content element in the science and technology curriculum of elementary education and then the level of attention paid to them in Farhangian University. In the present study, a combination design of sequential exploratory type was used. The phenomenological method was used in the qualitative part and the descriptive-survey method was used in the quantitative part. In the qualitative part, a semi-structured interview was conducted with 15 experts and university faculty members. The statistical population was a quantitative part of undergraduate students and teachers of Farhangian universities, which were selected by a relative stratified random method, a total of 316 people. The data collection tool was a semi-structured interview and a questionnaire extracted from the qualitative section. To validate the qualitative part, the alignment method and control technique were used by the members. Form and content validity were used to determine the validity of the interview questions and the questionnaire, and Cronbach's alpha coefficient equal to 0.932 was used to estimate the reliability of the questionnaire. The analysis of the qualitative part has been done through thematic analysis and the quantitative part of descriptive and inferential statistics. The findings of the qualitative section showed that the most important content indicators in the curriculum of technology knowledge in the field of elementary education include five themes, 5 content themes related to general technology knowledge; content related to specialized technological knowledge; Desirable content for acquiring practical thinking skills, critical

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History

  • Receive Date: 18 November 2024
  • Revise Date: 18 January 2025
  • Accept Date: 20 January 2025

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