عنوان مقاله [English]
The purpose of this study was to elucidate the conceptual framework of the dimensions and components of the curious curriculum and to investigate the extent of the conformity of the content of the curriculum of Iranian primary school level with it. The research method was descriptive and along with, the documentary and content analysis were also used. The research approach was theoretical and applied. The research population consisted of two parts: the theoretical texts of the curious curriculum and the content of 36 volumes of Iranian primary school textbooks (including 3924 pages) at the academic year 2020. Due to the nature of the subject, sampling was ignored and the entire research population was investigated. The research tools were note-taking form and a researcher-made content analysis checklist. Data was analyzed using Shannon entropy analysis process. The most important results showed that: 1. curious curriculum dimensions can be summarized in nine dimensions of open-mindedness, exploration, eagerness to learn, self-direction, creativity, innovation, inquiry, collaborative learning, and spontaneity; 2. The content of primary school textbooks does not match the dimensions and components of the curious curriculum; Among the nine dimensions of the curious curriculum, the spontaneity dimension had the highest coefficient of importance and the open-mindedness dimension had the lowest coefficient of importance. 3. In the content of primary school textbooks, among the sub-components of the nine dimensions of the curious curriculum, the highest importance was given to the component of teacher-student participation and the lowest importance was given to the sub-component of group activities. Based on the results obtained from the research, it is suggested that in the future editions of primary school textbooks, more attention be paid to the less-considered components.
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