Document Type : Original Article
Authors
1 Corresponding Author, Master student of primary education, Farhangian University, Kerman, Iran
2 Assistant Professor Department of Educational Sciences, Farhangian University, Tehran, Iran
Abstract
The present study aimed to design learning environments based on problem-solving skills using an interdisciplinary approach, with an emphasis on the fields of education and learning. This was conducted within the framework of the Akker curriculum model in the third-grade science subject. The study is applied in nature and employs a mixed-methods research approach (qualitative-quantitative). The research method is analytical-descriptive, involving a survey of expert opinions.The research was carried out in two phases: design and validation. In the qualitative phase, activities were designed based on the Akker curriculum framework, focusing on problem-solving skills. This involved document analysis of reputable scientific sources and semi-structured interviews. The statistical population included experts, professors, specialists in curriculum planning, and elementary school teachers during the 2023-2024 academic year, with 21 individuals selected through purposive sampling. The data collection tool was a semi-structured interview. Data analysis was conducted concurrently with information gathering based on the qualitative methods of Strauss and Corbin. In the quantitative part, the method of self-review and checking by participating experts (member control technique) was used to validate the designed curriculum using a 10-question questionnaire developed by the researcher.The data analysis for this section was performed using descriptive statistics with SPSS software.The results of this research indicate that by creating practical opportunities for integrating interdisciplinary concepts, teachers can foster a sustainable and real-life learning environment. This approach enhances problem-solving skills and reasoning across all areas of education and learning, preparing students to effectively confront social life challenges and making the experiential learning process more engaging for them.
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