نوع مقاله : مقاله پژوهشی
نویسندگان
1 مدرس دانشگاه فرهنگیان، وزارت آموزش و پرورش، تهران، ایران
2 دانشجو ی رشته آموزش ابتدایی، دانشگاه فرهنگیان، تهران، ایران
3 دانشجوی رشته آموزش ابتدایی، دانشگاه فرهنگیان، تهران، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
The purpose of this study was to identify the characteristics of teaching methods in the national curriculum of elementary science in Iran and the United Kingdom. The research method is qualitative and of the synthesis type (documentary study and phenomenology).The research population included scientific documents and texts in the field of teaching methods of elementary school science curriculum as well as elementary school teachers. To ensure and validate the accuracy of the data, the researcher's self-review method and member control technique were used.The findings show that the use of innovative teaching methods in the UK's elementary education curriculum is based on the features of constructivist theory such as problem-solving, original learning and situational learning. In the Iranian educational system, activities have been carried out in this direction and new conditions in accordance with the national curriculum such as thematic approach are implemented through teaching methods, but inconsistency with the real conditions of education and pretending learning facts for students due to lack of mentality Its construction and infrastructure have diminished the role of this component of the curriculum in achieving the goals of education. The results show that the optimal implementation of science teaching methods in educational environments should be based on indicators of the development of scientific topics such as the nature of learning and research. On the other hand, teaching methods in the framework of educational models have a continuous interaction with the foundations of learning theories in order to be able to expand their effectiveness on the meaning of scientific concepts.
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