Designing and Validating the Model of Extracurricular Curriculum for Compatible with student brain Low attention / Hyperactive primary school
Ashraf Asilian
1
(
Ph.D. in Curriculum Development, Department of Education, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran
)
Hossein Momeni Mahmouei
2
(
Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences, Torbet Heydarieh Branch, Islamic Azad University, Iran
)
Ali Akbar Ajam
3
(
Assistant Professor, Department of Educational Sciences, Payam Noor University, Iran
)
کلید واژه: Supplementary curriculum, , , , , ذCompatible with the brain, , , , , careless/Hyperactive,
چکیده مقاله :
Purpose: The aim of this study was to design and validate an extracurricular curriculum model Compatible with students' brain's in Low attention/Hyperactive primary school. Methodology: The research was applied in terms of purpose and heuristic mixed method. Qualitative society, documents, databases, information, planning, curriculum, and brain science experts, 17people were selected by purposive sampling according to the principle of theoretical saturation. Quantitative community, educational experts, counseling, and primary teachers of Mashhad, in 1399-1400, 419 people were selected by multi-stage cluster sampling. The tools of the qualitative part of the interview were semi-structured and its validity was obtained with content validity and its reliability with coding agreement coefficient. The quantitative part of the questionnaire was a researcher-made questionnaire 187 items that the content validity of the questionnaire with the opinion of experts and reliability with Cronbach's alpha was 83%. Qualitative data were analyzed by content analysis and coding and quantitative descriptive statistics were performed by SPSS23 and Emos26 software. Findings: The findings of this study, Characteristics of Components, purpose, content, teaching-learning strategies and evaluation, Learning space, resources, teacher role, learning time, grouping, and inclusive characteristics play a role in providing the model and their brain characteristics and special needs are the priority of the complementary curriculum. Emphasis is placed on goals, more interactive teaching methods, eliminating time constraints, reducing the volume of lessons, and presenting them in various formats. Conclusion: According to the research findings, the designed model and its use help to improve the performance of this group of students.
چکیده انگلیسی :