Identifying the Dimensions and Components of Elementary School Social Studies Curriculum Based on a Multicultural Approach: Classical Foundation Data Theory

The purpose of this study was to identify the dimensions and components of elementary school social studies curriculum based on a multicultural approach: classical data theory. To achieve this goal, a qualitative research approach and a data base approach have been used. The statistical population of the study consisted of professors, elites and experts of Educational Research and Planning Organization out of which 14 individuals were selected by saturation principle as the sample and selected by purposeful method. Semi-structured interviews were used for data collection and its validity and reliability were investigated using two coding methods. Data analysis was done using open and axial coding and selective coding based on data theory. The results showed that the dimensions and components of the social studies curriculum including 90 concepts were transformed into 30 more abstract categories, namely: Causal conditions include 9 concepts in three categories, contextual conditions include 24 concepts in eight categories, interventionist conditions include 21 concepts in seven categories, strategies include 27 concepts in nine categories, and outcomes include 9 concepts in three categories. The results indicate the importance of the dimensions and components recognized by the experts in the design of the social studies curriculum and it is suggested to use them in improving the elementary school social studies curriculum based on a multicultural approach.