Explain and validate the theoretical framework of research-based curriculum and its analysis in the content of experimental sciences in the sixth grade of elementary school

The present study was conducted with the aim of explaining and validating the theoretical framework of the research-oriented curriculum and its analysis in the content of the sixth grade elementary experimental science textbook. The research was conducted in a documentary manner with the accreditation of focus groups as well as content analysis. The research population in the documentary analysis of all texts related to the research-oriented curriculum, in the accreditation of the curriculum professors of Tehran universities (University of Tehran, Shahid Beheshti, Allameh Tabatabai, Shahid Rajaei, Shahed and Payam Noor) with a total of 30 people and in the analysis The content of the textbook was Experimental Science for the sixth grade of elementary school. Sampling was also not performed. The tool in document analysis of the filing form was the researcher in the validation of the questionnaire form and in the content analysis, the content analysis list was. The results showed; The most important aspects of a research-oriented curriculum; Dynamics, knowledge building, teacher-researcher, testability, practice and activity-oriented, cooperation and collaboration, questioning, critical thinking, problem orientation, spontaneity, evaluation, exploration, exploration and learning are self-regulating, plus dimensions have components Are their own. 2.The validation of the dimensions of the research-oriented curriculum from the perspective of experts has been such that among the above ten dimensions from the perspective of Iranian curriculum experts, the problem-oriented component has the highest rank and the component of cooperation has the lowest rank. 3. The degree of adaptation of the dimensions of the research-oriented curriculum to the content of the sixth grade elementary science-experimental science textbook is very different. So that in the content of the sixth grade experimental sciences textbook, the highest importance is related to the component and inquiry is the lowest importance factor related to the component of self-regulated learning. 4. There is no correspondence between the content of the sixth grade elementary experimental science textbook and the dimensions of the research-based curriculum accredited from the perspective of experts.