The purpose of this study was teaching-learning methods of integrated social education curriculum in elementary school in the academic year 1398-1989. The research method was a mixed (qualitative-quantitative) type of sequential-exploratory design. The statistical popul More
The purpose of this study was teaching-learning methods of integrated social education curriculum in elementary school in the academic year 1398-1989. The research method was a mixed (qualitative-quantitative) type of sequential-exploratory design. The statistical population consisted of curriculum specialists and education experts working in elementary schools out of which 40 were selected using cluster sampling. Using content analysis method of Mining sequential model and deductive categorization system in qualitative level 70 codes and 18 themes were extracted from interviews and document summaries and using factor analysis in quantitative phase the concepts extracted to 17 subcategories and 6 The main categories of teaching-learning methods were analyzed. Data analysis in qualitative domain was done based on content analysis of sequential modeling of Mieringer and deductive categorization system and in quantitative domain factor analysis method. The results showed that teaching-learning approaches to professional development using the integrated teaching method of children's social education were more important and welcomed and by using peer-to-peer method in parenting evaluation of learners and the term learning and using methods Participatory learning strategies, team teaching, problem solving, heuristic, project, brain drain, discussion and self-directed learning based on constructivist and other approaches presented in the model and simulated activities have the least value in this element.
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