Designing and Validating the Model of Extracurricular Curriculum for Compatible with student brain Low attention / Hyperactive primary school

Curriculum Research

مقاله 2، دوره 3، شماره 3 - شماره پیاپی 9، مهر 2022

نوع مقاله: Original Article

نویسندگان

Ashraf Asilian^{* 1}؛ Hossein Momeni Mahmouei²؛ Ali Akbar Ajam³

¹Ph.D. in Curriculum Development, Department of Education, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran

²Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences, Torbet Heydarieh Branch, Islamic Azad University, Iran

³Assistant Professor, Department of Educational Sciences, Payam Noor University, Iran

چکیده

Purpose: The aim of this study was to design and validate an extracurricular curriculum model Compatible with students' brains in low-attention/Hyperactive primary schools.
Methodology: The research was applied in terms of purpose and heuristics using a mixed method. 17 people were selected by purposive sampling according to the principle of theoretical saturation. In the quantitative community, educational experts, counsellors, and primary teachers of Mashhad in 2020–21, 419 people were selected by multi-stage cluster sampling. The tools of the qualitative part of the interview were semi-structured, and their validity was obtained with content validity and their reliability with the coding agreement coefficient. The quantitative part of the questionnaire was a researcher-made questionnaire with 187 items; the content validity of the questionnaire with the opinion of experts and reliability with Cronbach's alpha were 83%. Qualitative data were analyzed by content analysis and coding, and quantitative descriptive statistics were performed by SPSS 23 and AMOS 26 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.

کلیدواژه‌ها

Supplementary curriculum؛ Compatible with the brain؛ careless؛ Hyperactive