Document Type : Original Article
Authors
1
Department of Educational Sciences, Payam Noor University, Teft, Yazd, Iran
2
Department of Educational Sciences, Payam Noor Bandar Abbas University, Iran
Abstract
The aim of the present study was to explain the conceptual framework of the dimensions and components of the research-oriented curriculum. Therefore, the method of this descriptive research included document analysis and content analysis, and the research approach is theoretical and applied. The statistical population of the research includes two parts; In the documentary section, theoretical texts and research records of the research-oriented curriculum from 2010 to 2021. Based on the nature of the research, sampling has been omitted in this research, and in fact, the sample size in this research has been determined based on theoretical saturation. To collect the data of this research, 20 written sources including scientific research articles, theses and books have been used among the valid research documents related to the research-oriented curriculum. According to the findings of the research, there are 16 components for the research-oriented curriculum, including uncertainty in knowledge, creativity, metacognition, leadership and tolerance of opinions, self-leadership, responsibility, self-motivation, problem-solving, critical thinking, questioning, and evolution. , dynamism, knowledge construction, group work, flexibility, teacher researcher were identified, and their consistency in experimental science books of elementary grades has been evaluated relatively favorably. Among these components, critical thinking and creativity had the highest information load and importance coefficient.
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