Volume 6, Issue 3 (Vol6,No3(21) 2025)
2025, 6(3): 0-0 |
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Bana Z, Oladiyan M, Safari M. (2025). Designing a Model of the Inquisitive Student in Learning the "Khana" Program at the Elementary Level. Journal of Childhood Health and Education. 6(3),
URL: http://jeche.ir/article-1-342-en.html
URL: http://jeche.ir/article-1-342-en.html
Designing a Model of the Inquisitive Student in Learning the "Khana" Program at the Elementary Level
Abstract: (19 Views)
The present study aimed to design a model of the inquisitive student in learning the "Khana" program at the elementary level. This research was applied in terms of purpose and qualitative in terms of methodology. The statistical population included faculty members of Farhangian University and the University of Tehran, as well as experienced officials in the Tehran Department of Education. The sample size, determined based on the principle of theoretical saturation and purposive sampling, consisted of 15 participants. The data collection tool was a semi-structured interview. Face and content validity were confirmed through expert judgment, while reliability was verified through inter-coder agreement percentage and the test-retest method. For qualitative data analysis, thematic analysis was conducted using MAXQDA software, resulting in the categorization of themes into three groups: basic, organizing, and overarching. Based on the findings, the dimensions of the inquisitive student model in learning the "Khana" program at the elementary level included the goal, characteristics, and structure of the model. It was found that the components of knowledge, skills, and attitudes were identified as the goal-oriented components of the model. Additionally, student personal characteristics, supportive characteristics, and teaching characteristics were identified as subcomponents of the model's features. Furthermore, the structural components included reduced centralization, participation-centeredness, and problem-centeredness.
Type of Study: Research |
Subject:
General
Received: 2025/05/19 | Accepted: 2025/10/7 | Published: 2025/11/1
Received: 2025/05/19 | Accepted: 2025/10/7 | Published: 2025/11/1
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