Document Type : Research Paper
Authors
1 Department of Curriculum Planning, Faculty of Islamic Education & Training, Science and Research Unit, Islamic Azad University, Tehran, Iran
2 Associate Professor of the Faculty of Psychology and Education University of Tehran
3 Department of Cultural Management, Faculty of Management and Economics, Islamic Azad University, Science and Research Branch, Tehran, Iran.
4 Department of Physical education, Buinzahra Branch, Islamic Azad University, Buinzahra, Iran.
Abstract
Introduction: The purpose of the research was to design and validate the physical education curriculum model with a blended learning approach in the elementary school.
Methods: The research was of mixed exploratory type (qualitative-quantitative) and sequential type. The research community included people with experience in the field of physical education curriculum with a blended learning approach. Participants were selected purposefully and by snowball method. The data collection tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part. The data were analyzed in the qualitative part by open, central and selective coding method and in the quantitative part by using t-test and Friedman ranking test.
Results: A number of 81 open codes, 41 central codes were identified and categorized into eight categories, then a name was chosen for each category, which are: blended learning curriculum planning system, educational institution, content and its characteristics, methods and techniques. Education, teaching and learning, characteristics of human elements of education, moral-human elements, infrastructure, equipment and technical support, school educational management (management of blended learning approach). The findings of the department showed little; Based on the t value (at the 0.01 level), the identified components were agreed upon by the participants.
Conclusion: Each of the eight elements has a special place in the curriculum of physical education with a combined learning approach, and neglecting each of these elements in the implementation of the curriculum will affect the effectiveness of the curriculum
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