Analyzing the Dimensions and Components of Pragmatic Education in Elementary Science Courses

The purpose of this study was to analyze the dimensions and components of pragmatic education in elementary science courses in order to provide a suitable model. The research method is qualitative and with thematic analysis approach. The statistical population included experts and elementary teachers who had relative expertise in the research topic. Sampling was done in a sufficient number and with a purposeful method based on reaching theoretical saturation, and 18 interviews were conducted with 18 experts. The research tools included systematic library study and structured exploratory interviews. The validity of the tool was evaluated and confirmed based on the legal and scientific validity of the sample, expert opinion and agreement between the correctors. The results showed that teachers (teachers' duties, teacher training and teachers' behavioral characteristics), curriculum, teaching methods (types of teaching methods, objectives of teaching methods and the nature of teaching methods) and school are among the dimensions and components of pragmatic education in elementary science courses, which can be used to convey the topics of sciences to students in the form of pragmatic education.