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Identifying and exemplifying teaching-learning strategies in the social science curriculum of the first year of high school
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Ashraf Mirheidary   , Abazar Kafi mosavi |
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Abstract: (36 Views) |
The purpose of the current research was to identify and exemplify teaching-learning strategies in the social science curriculum of the first year of high school. The qualitative research approach has been carried out using the content analysis method. The statistical population was the professors of Farhangian University in the fields of educational sciences and sociology, and the sampling method was purposeful and selected people who had valuable and rich information related to the subject of the research. The sample size was made up of 19 experts in the research topic. The data collection tool was a semi-structured interview, and the criteria for the number of interviewees was to achieve saturation and repeat the data. Data analysis has been carried out by means of structural and interpretative analysis. In order to manage and increase accuracy in data analysis, maxqda software was used, and four criteria of believability, reliability, verifiability and transferability were used in the context of confirming the validity and accuracy of data. The findings of the research showed that electronic, collaborative, problem-solving and project-based teaching-learning strategies were the most suitable strategies for the social science curriculum of the first secondary school among all the teaching-learning strategies. Out of these four strategies, two teaching strategies - e-learning and cooperative learning have the most frequency (19 people) according to the interviewees.
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| Keywords: teaching-learning strategies, curriculum, social sciences, first secondary. |
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Full-Text [DOC 237 kb]
(23 Downloads)
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Type of Study: Applicable |
Received: 1400/01/09 | Accepted: 1400/01/09 | Published: 1400/01/09
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