Designing of the model an integrated curriculum to revitalize primary schools

Subject Areas :

Leila ALizadeh ¹ (PhD student in Curriculum Planning, Marand Branch, Islamic Azad University, Marand, Iran)
Shahram Ranjdoust ² (Assistant Professor, Department of Curriculum Planning, Marand Branch of Islamic Azad University, Marand, Iran)
Jafar Qahramani ³ (Assistant Professor, Department of Educational Management, Marand Branch, Islamic Azad University, Marand, Iran)

Received: 2021-09-02 Accepted : 2021-12-07 Published : 2021-11-22

Keywords: Educational Management, integrated curriculum, elementary school revitalization, Aker model,

Abstract :

The present study examines the design of an integrated curriculum model for the revitalization of primary schools. This research is qualitative and phenomenological. The statistical population of this study consisted of professors and experts in the field of educational sciences with a focus on curriculum planning, educational management, psychologists, experts of the General Directorate of Education. Semi-structured interviews with 14 experts were purposefully selected and The seven-step clicher method with the information collected from the interviews with the content analysis technique, including the methods that were analyzed for the analysis of written texts from the interview and Maxqda software. The Delphi method was used to validate the integrated curriculum design model. The Delphi method was used in different ways. One application of this method is to consult experts and specialists to validate the patterns that have emerged from the research. For this purpose, in order to validate the integrated curriculum design model in order to refresh the schools based on the Aker model, a proposed model is presented to experts and specialists and their opinion on the characteristics of curriculum logic and each of the elements of the curriculum. The results showed that the proposed model of the integrated curriculum model in order to revitalize primary schools includes goals, content, content organization, specificity of learning activities, strategies of learning activities and evaluation.