رویکردهای نوین آموزشی (Sep 2014)
Investigating the Degree of Considering Scientific Principles in Developing the Content of the Course "Thought and Research" in the 6th Grade Primary School
Abstract
The purpose of the present study was to investigate the degree of considering the scientific principles in developing the content of the course "Thought and Research" in the sixth grade primary school. The method employed in this applied research was survey study and content analysis technique as well. The data were collected quantitatively and qualitatively (mixed method research). The population consisted of instructors, authors, experts, teachers and students in Isfahan and Chahar Mahal and Bakhtiari Provinces. Because the statistical population of instructors and authors were limited all of their idea (44 ones) were evaluated. For other groups, random stratified sampling method was used and respectively 18, 264 and 790 participants were selected. In quantitative section, 95 classes were observed and 180 participants were purposefully interviewed face to face in a semi-structured method. The data was collected using questionnaires, interviews, and observations. To determine the validity, both content and construct validities were used. KMO (in order to check the internal consistency of items) for teachers, observer and students questionnaires were respectively (0.907, 0.740, 0.70) and questionnaires reliability in Cronbach’s alpha were respectively 0.92, 0.720 and 0.76. According to the teachers and experts answers, the principles of developing the content were employed were at up to moderate level ( =3.48 & p≤0.05), according to students, view there were up to moderate level ( =3.70 & p≤0.05) and according to the observations, they were employed at low level ( =2.75 & p≤0.05). Therefore, it is recommended that "Thought and Research" course should be reviewed by educational experts, especially curriculum planners, expert teachers and students. In addition, according to the results of investigations on scientific principles, learners, interests, cultural and regional conditions, sufficient time and facilities as well as the three learning domains the ground of its effective implementation should be provided.
