The purpose of this paper was to investigate the status of the components of sustainable development in Iranian elementary science curriculum and to present a desirable framework and its validation. The statistical population consisted of a group of experts on the compo More
The purpose of this paper was to investigate the status of the components of sustainable development in Iranian elementary science curriculum and to present a desirable framework and its validation. The statistical population consisted of a group of experts on the components of sustainable development as well as a set of empirical science textbooks for six elementary schools in Iran in the academic year 95-96. The sample size of the expert group was 80 according to the Morgan sampling table and in the 12-volume textbook collection including teacher's guidebooks. The method of collecting qualitative and quantitative information was library and field. The reliability coefficient of the questionnaire was 0.81. Data were analyzed using descriptive statistics, factor analysis tests and Shannon entropy significance coefficients. Data were analyzed and analyzed by SPSS and Shannon entropy software. Overall, the results of the present study indicate the emphasis of the elementary science curriculum on the six components of sustainable development at the intermediate level, and needs to be revised.
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