The Social Sciences

Year: 2017
Volume: 12
Issue: 11
Page No. 1911 - 1917

Integration: An Appropriate Approach for Nurturing Rationality (Iranian Curriculum Experts and Teacher’s Point of View)

Authors : Pari Mashayekh, Mohammad Reza Nilli and Seyyed Ebrahim Mirshahjafari

Abstract: The main purpose of this study is to suggest an appropriate approach for including rationality in school curriculum from Iranian curriculum experts and teacher’s point of view. The research method is descriptive analytical. Qualitative and quantitative methods have been used in order to carry out the research. The statistical sampling in the qualitative section consisted of all Iranian curriculum experts, out of whom 11 were selected using goal-oriented sampling. The quantitative statistical sampling comprised of 352 elementary school teachers whom were selected using cluster sampling. The research data were collected from semi-structured interview and researcher-made questionnaire. In order to determine the validity, content validity and to check the structural validity, operating analysis and to estimate the reliability of the questionnaires, Cranach’s alpha coefficient (0.87) was used. It is worth mentioning that the findings reveal that the results obtained in the quantitative part are in agreement with those obtained in the qualitative. Results of Chi-square analyses showed participants did not agree with offering separate subjects for nurturing rationality. The majority of them agreed with integrating rationality in curriculum. Additionally, they proposed integration based on procedures, concepts and issues related to rationality and integration through procedures, subjects, issues and concepts related to rationality as the basis for organizing the communication between subjects.

How to cite this article:

Pari Mashayekh, Mohammad Reza Nilli and Seyyed Ebrahim Mirshahjafari, 2017. Integration: An Appropriate Approach for Nurturing Rationality (Iranian Curriculum Experts and Teacher’s Point of View). The Social Sciences, 12: 1911-1917.

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