Designing and validating the curriculum model for gifted students in the second grade of elementary schools

Subject Areas : Research in Curriculum Planning

masomeh ghadamyari ¹ , Kourosh Fathi Vajargah ^{2 *} , kambiz phoshaneh ³ , Ali Akbar Khosravi Babadi ⁴ , alireza araghieeh ⁵

1 - Ph.D. student of Counseling Education Department, Faculty of Psychology and Educational Sciences, Central Tehran Unit, Islamic Azad University, Tehran, Iran
2 - Professor of Higher Education, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran
3 - Assistant Professor, Education and Counseling Department, Faculty of Psychology and Educational Sciences, Central Tehran Unit, , Islamic Azad University, Tehran, Iran
4 - Education and Counseling Department, Faculty of Psychology and Educational Sciences, Central Tehran Unit, , Islamic Azad University, Tehran, Iran
5 - Associate Professor, Department of Educational Sciences, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran.

Received: 2024-01-23 Accepted : 2025-01-12 Published : 2025-07-20

Keywords: patterns, curriculum, gifted students, the second grade of elementary,

Abstract :

The aim of this study is to design and validate a curriculum model for gifted students of second grade elementary schools. The present research method is mixed type (qualitative-quantitative) with exploratory approach which first was done with qualitative approach of indicators and components of discovery and then validationof data. The statistical population of the study included 24 experts in education and library resources and in the quantitative section included 11 experts in the field of curriculum planning and experts in Sampad. Data collection tools were semi-structured interviews and library resources in qualitative section, and in quantitative section, questionnaires. Content analysis method and quantitative findings were analyzed by Lavsh coefficient and Holstie coefficient. The results showed that the curriculum planners should consider the role of thirteen factors in order to design the curriculum model for these students including; rationale, goals, student-oriented basic assumptions, teacher-oriented basic assumptions, support factors, motivational factors, environment, content, program-oriented factors, teaching strategies, learning strategies, time and evaluation. Also, according to the findings, order and priority are not criteria in this pattern and the resulting pattern is a systematic pattern that should pay attention to all components and indicators together.

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