Designing an Empirical Sciences Curriculum Framework Based on Creativity in the Early Elementary School

Creativity and its growing process in the present era has attracted the attention of researchers and educational planners to the analysis and study of creativity from an educational perspective. Educational systems, depending on their educational programs, goals, content and facilities, have an effective role in activating or weakening creativity in individuals. According to the aforementioned, the purpose of the present study was to design an empirical science curriculum framework. It is about cultivating creativity in the first elementary school.

The present study is a qualitative research approach with regard to its purpose and qualitative content analysis method was used. This qualitative research community includes existing print and electronic resources and documents (both internal and external) as well as curriculum specialists and elementary education experts familiar with the subject of creativity and empirical science education with a masterchr('39')s degree and above. have been.

The results of this study indicate that the issue of nurturing children and nurturing their innate talents is one of the most important issues that should be considered by the educational authorities and the curriculum planners should reflect the conditions and context of creativity in the curriculum. Elementary and including in the empirical sciences curriculum so that students gradually understand the basic concepts of empirical sciences that have an undeniable interplay with the accepted philosophies, beliefs and values ​​of the individual and society. This highlights the different aspects of the creative curriculum (purpose, content, teaching-learning strategies, materials and resources, learnerschr('39') learning activities, evaluation methods, grouping learners, time and space).