Volume 5, Issue 2 (Vol 5, No 2 (16) 2024)
2024, 5(2): 26-45 |
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Shahrad S, Fallah V, Rasouli E. (2024). Applying the Colaizzi Method in Order to Explain the Lived Experiences of Primary School Teachers about the Place of Multiple Intelligences in the Curriculum. Early Childhood Health And Education. 5(2), : 3
URL: http://jeche.ir/article-1-170-en.html
URL: http://jeche.ir/article-1-170-en.html
1- Sari Branch, Islamic Azad University
Abstract: (664 Views)
Background and Aim: The current research was carried out with the aim of applying Colaizzi method in order to explain the lived experiences of primary school teachers about the place of multiple intelligences in the curriculum in 2021-22. Methods: The research method was applied in terms of purpose and qualitative in terms of the type of data, which used the phenomenological approach based on Colaizzi method. Scientific texts (2000-22) were used in this research. Also, university professors were also participants in the research in 2021-22. Data collection was done by reviewing texts and interviews. Validity and reliability were determined with Goba and Lincoln indices, Holstein's reliability coefficient. Data analysis was also based on the Colaizzi method. Results: The findings showed the teachers' experiences of the place of multiple intelligences in the target elements (cultural compatibility and individual differences, needs assessment and flexibility); method (active and linguistic method), content (accessibility, suitability and challenging), teacher (skills, attitude and knowledge) and evaluation (suitability of assessment and evaluation with goals, content and learning resources, clarity and transparency of assessment criteria, use of measurement and evaluation methods and flexible measurement) were in priority. Conclusion: Based on the identified components, a model was designed that had good validity. Therefore, this model can be used to advance educational goals in elementary schools
Article number: 3
Type of Study: Research |
Subject:
Special
Received: 2023/10/10 | Accepted: 2023/12/3 | Published: 2024/05/24
Received: 2023/10/10 | Accepted: 2023/12/3 | Published: 2024/05/24
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