چکیده:
The aim of the present research is to investigate the existing problems in the direction of transferring Work and Technology course content to sixth-grade elementary students. In this research, all problems in this regard have been mentioned and presented in a categorized manner, and while examining the problems, solutions have also been provided in some cases. This research is of a qualitative type, in which information was collected through interviews with a group of sixth-grade elementary teachers. Research results show that these problems can be divided into five categories (teachers, students, materials and equipment, education and training, and parents). Furthermore, examples of problems have been mentioned for each category. Given the increasing use of technology and innovation in daily life, it is hoped that by investigating these problems, efforts will be made to resolve them, and we will witness better performance in teaching this course.
خلاصه ماشینی:
In the new structure of the educational system, the sixth grade, as the final year of the elementary period, offers lessons such as Quran (three hours), religious and moral education (two hours), Persian language and literature (five hours), social studies and life etiquette (three hours), mathematics (four hours), experimental sciences, art, health, and physical education (two hours each), thinking and research, and work and technology (one hour each), which altogether includes 25 hours per week, and it strives to make students possess the necessary skills and readiness for entering the first secondary stage.
The Work and Technology lesson, especially in the elementary period, is of great importance, but relevant research and experimental results show that many differences are seen between the intended and implemented curriculum, which mainly stems from the implementers' unfamiliarity with the basic goals of the curriculum, the intended content, and appropriate teaching and assessment strategies, and on the other hand, the lack of facilities, equipment, educational space, and also the time allocated to the lesson.
Part Four: Modeling, Investigation, and Data Analysis (Findings) There are many problems in the field of transferring Work and Technology curriculum content to students; in this research, some of these problems, based on the opinion of sixth-grade teachers, are stated separately: 1) Teachers: Work and Technology teachers must have special conditions which, according to the sixth-grade elementary Work and Technology teacher's book, include the following conditions: Possessing certificates for the following five ICDL skills: 1) Basic concepts of information and communication technology 2) File and folder management 3) Internet 4) Word processing 5) Graphical presentation of content Hansen (2002) recommends that a technology teacher should possess the following characteristics: thoughtful action (examining the situation and permanently changing previous concepts by the individual themselves), having an appropriate understanding of the curriculum, the ability to transfer learning with critical thinking, and having a strong background or philosophy for successful technology education (Ezzati and Vahedi, 2017).
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