Validation of the curriculum model based on the paradigm of quantum physics from the point of view of experts and with the Delphi method

Subject Areas :

Azime Ebrahimi ¹ , Kamyabi Mitra ^{2 *} , Hamdollah Manzari tavakoli ³ , Zahra Zeinaddiny meymand ⁴

1 - Ph.D. Student of Curriculum,Department of Educational Sciences, Kerman Branch, Islamic Azad University, Kerman, Iran
2 - Assistant Professor, Department of Educational Sciences, Kerman Branch, Islamic Azad University, Kerman, Iran
3 - Assistant Professor, Department of Educational Sciences, Kerman Branch, Islamic Azad University,Kerman, Iran.
4 - Assistant Professor, Department of Educational Sciences, Kerman Branch, Islamic Azad University,Kerman, Iran.

Received: 2023-05-26 Accepted : 2023-07-09 Published : 2023-09-21

Keywords: curriculum, learning, Accreditation, quantum physics,

Abstract :

The purpose of the current research was to validate the curriculum model based on the quantum physics paradigm in schools using the Delphi method. The present research method is quantitative and based on Delphi technique and fuzzy calculations and is practical in terms of purpose. The statistical population included experts and specialists who had executive records in the field of curriculum planning and quantum physics. The sample size was determined based on the Delphi technique and 12 people were selected in a targeted manner. The research tool was a researcher-made questionnaire, whose validity was calculated with face validity and reliability with Cronbach's alpha test. Delphi technique and Excel software were used for data analysis. The findings showed that the criteria identified for the curriculum model based on the quantum physics paradigm in this research are a total of 26 main categories including (ability to see purposefully (0.8933), ability to think paradoxically (0.8381), ability to feel empowered (8580. 0), the ability to intuitively recognize (0.8778), the ability to respond (0.8736), the ability to trust the flow of life (0.8782), the ability to live in relationships (0.8625), specialized knowledge (0.8807), skill base (0.8542), conflict with tradition (0.8625), attitude of teachers and managers (0.8542), lack of knowledge of quantum approach (0.8667), creative teaching (0.8703), recognition and awareness of Students (0.9020), teaching based on intuition (0.8113) and participation of students in class and involving students (0.8740) and 54 subcategories. Based on the results, it can be concluded that the curriculum includes a wide range of components and indicators that the planners of the educational system can use the most desirable and efficient elements to design the curriculum by comparing different results.