Designing integrative curriculum model for first level of secondary schools and it's Validation from curriculum experts and related teachers' perspective

The present research has a dual purpose. First, identifying and extracting components of the integrated curriculum, and, second, the validation of the proposed theoretical model from the perspective of the curriculum specialists and secondary school first-grade teachers. This research, regarding its nature, is a mixed (integrated) one and in terms of purpose, is an applied research method in which the ground research method has been used. The society of the study consisted of all curriculum specialists who are stable members of the Curriculum Association studies of Iran (500 members) and first-grade secondary school teachers teaching in the academic year 2018-2019 (183,000 people). To select the samples among the curriculum specialists, 35 were selected using non-random sampling method and among the teachers, 178 subjects were selected using the multi-stage cluster sampling method. Finally, 178 subjects were selected through targeted sampling. The data gathering tool was a researcher-made questionnaire whose validity was approved using Delphi's method and its reliability was confirmed by Cronbach's alpha (0.89) for the whole questionnaire and more than (0/83) for the four subgroups. Descriptive and inferential analysis of data, using chi-square test in alpha 0.05 showed that firstly, according to the viewpoints of the two groups under study (curriculum specialists and first grade secondary school teachers), all components related to the four elements and the proposed theoretical model has been appropriate and desirable. Second, the two groups agreed on the validity of the theoretical model of the integrated curriculum.