عنوان مقاله [English]
The purpose of this study was to elucidate the conceptual framework of the dimensions and components of the curious curriculum and the extent to which the content of the curriculum of Iranian elementary school was adapted to it. The research method was descriptive and documentary and content analysis were used. The research population consisted ; the theoretical texts of the curious curriculum and the content of 36 volumes of elementary textbooks .Due to the nature of the subject, sampling was ignored and the entire research community was investigated. The research tools were a researcher-made and content analysis log. Data were analyzed using Shannon entropy analytical process
The results showed that :- The dimensions of the curious curriculum can be summarized in nine dimensions: open mindedness, exploration, eagerness to learn, self-direction, creativity, innovation, inquiry, participatory learning, and spontaneity
1:Among the nine dimensions of the curious curriculum the most important factor relates to the spontaneity and the least to the dimension of open mindedness.
2:Among the sub components of the curiosity curriculum, the most important factor was related to the component of Teacher and student participation and the least important factor was related to the component of group activity preparation.
Based on the results of the study, it is suggested that educational policymakers and curriculum planners should pay more attention to the less-considered components in future editions of elementary school textbooks