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, Tehran, Iran

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

Abstract

Objective: 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, assessing the level of attention given to these indicators at Farhangian University.
Method: 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, with a total of 316 participants selected using proportional stratified random sampling. 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.
Results: 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 thinking, creative thinking and technological behavior; appropriate content with the help of new technologies with interactive, updating, repeated use, etc., to achieve educational goals; The organization of the content was based on the criteria of interest, use, etc., using new technologies. Also, the results in the quantitative section showed that the amount of attention paid to the components of technological knowledge in the content element of the elementary education curriculum is at a weak level.
Conclusion: University and professors should choose content that students can develop their technological competencies. Also, since they face new technologies every day, it is necessary to learn and teach them in the classrooms.

Keywords

Main Subjects

References

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Learner-based Curriculum and Instruction Journal
Volume 4, Issue 2 - Serial Number 14
September 2025
Pages 27-52

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  • Receive Date: 18 November 2024
  • Revise Date: 18 January 2025
  • Accept Date: 20 January 2025
  • First Publish Date: 22 June 2025
  • Publish Date: 22 June 2025

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