The present study was a qualitative study that was conducted with the aim of "identifying the dimensions of the neglected elementary school curriculum" by descriptive-analytical method. The statistical population of the study included all professors and curriculum specialists of public universities in Tehran and 10 professors and curriculum specialists of public universities in Tehran who had neglected articles and writings in the field of curriculum were selected using purposive sampling. To collect the data, semi-structured interviews with professors and curriculum specialists up to the stage of theoretical saturation were used to determine the dimensions, functions and areas missed in the elementary school. The results showed that in the elementary school curriculum, components such as; Environmental education, life skills, civic education, multiculturalism, literacy, economics, democracy, human rights, national identity, education of dialogue and dialogue of civilizations, culture of reading and reading have been intentionally or unintentionally omitted And has been neglected.
Hasanzadeh Vayaiee, H., & navaie, S. (2021). Identifying Null Curriculum dimensions in primary school of Iran. Pouyesh in Humanities Education, 7(23), 1-14.
MLA
Hosein Hasanzadeh Vayaiee; somaieh navaie. "Identifying Null Curriculum dimensions in primary school of Iran". Pouyesh in Humanities Education, 7, 23, 2021, 1-14.
HARVARD
Hasanzadeh Vayaiee, H., navaie, S. (2021). 'Identifying Null Curriculum dimensions in primary school of Iran', Pouyesh in Humanities Education, 7(23), pp. 1-14.
VANCOUVER
Hasanzadeh Vayaiee, H., navaie, S. Identifying Null Curriculum dimensions in primary school of Iran. Pouyesh in Humanities Education, 2021; 7(23): 1-14.
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