واکاوی علل شکاف میان برنامه‌های درسی قصد شده و کسب شده درس علوم تجربی در دوره ابتدایی از دیدگاه معلمان

Abdi, A. (2014). The Effect of the Learning Cycle Model Based on Exploratoy Learning Method on Grade Four Students' Achievement and Attitudes Towards Science Course.  Journal of Research in School and Virtual Learning, 2(6): 59-70. [Persian]

Ahmadi, Gh. A. (2006). The Extent of Correspondence Between the Intended, Implemented, and Attained Curricula in The New Elementary Schools Science Program.  Journal of Education, 22(2): 51-92. [Persian]

Alemu, M., Kind, V., Basheh, M., Michael, K., Atnafu, M., Kind, P., & Rajab, T. (2021). The knowledge gap between intended and attained curriculum in Ethiopian teacher education: identifying challenges for future development. Journal of Comparative and International Education, 51(1): 81-98.

AminKhandaghi, M., & Zarghani, K. (2011). An Analysis of the Status of Teaching Methods of Experimental Sciences in Iranian Elementary School and Presenting Strategies for Improving the Current Situation. Proceedings of the Third National Conference on Education, Tehran, Tarbiat Dabir Shahid Rajaei University. [Persian]

AminZadeh, H. M., Seifi, M., & Faghihi, A. (2017). The Consistency among the Intended, Implemented, and the Attained Curriculum in Thinking and Inquiry Course of 6thGrade. Journal of Curriculum Studies (J. C. S), 12(46): 149-170. [Persian]

Attaran, A., Mousapour, N., Attaran, M., & Hosseinikhah, A. (2019). Designing and Validation of "Revision of Teacher Education Curriculum in Iran" Model. Research in Curriculum Planning, 16(61): 14-33. [Persian]

Carroll, K. (2015). The curriculum gap. Grantmakers for Education, US.

Cahapay, M. B. (2020). A Case Study of Curriculum Unpacking Practices of a Kindergarten Teacher. Journal of Curriculum and Teaching, 9(2), 1-8.

ÇİL, E., & ÇEPNİ, S. (2014). The Association of Intended and Attained Curriculum in Science with Program for International Students Assessment. International Education Studies, 7(9): 1-14.

Fazlollahi, S. (2019). Curriculum Intended, Implemented and Attained Islamic Ethics Course, Assessment Matches and Dissonances. Knowledge Studies in the HE Islamic University, 22(4): 633-656. [Persian]

Ghadimi Yardoghdi, R., & Hafezian M. (2020). The Structural Relationship between Social Intelligence and Self-Differentiation Mediated by the Teachers’ Religiosity. Applied issues in Islamic education, 5(2): 143-166. [Persian]

Ghoraba, M., Rahimi, H., & Dehbashi, A. (2018). Educational Gap: The Break between the Intended and Learned Curriculum in Iran's Higher Education System. Journal of Higher Education Curriculum Studies, 9(17): 93 -114. [Persian]

Hajitabar Firuzjaei, M., Maleki, H., & Ahmadi, Gh. (2016). Design and Validation of a Conceptual Model for Narrowing the Gaps between Intended, Implemented, and Attained Curricula in the Public Education System of Iran. Journal of Theory & Practice in Curriculum, 7(4): 5-30. [Persian]

Hejazi, S. (2019). Identifying the components of electronic system evaluation in the University of Tehran. Master Thesis, Faculty of Psychology and Educational Sciences, University of Tehran. [Persian]

Jamalifar, M. A., Hashemi Moghadam, Sh., Abedi Karajiban, Z., & Faghihi, A. R. (2016). Congruence Among the Intended, Implemented and Attained "Thinking and Life Style" Curricula in the Eighth Grade.  Journal of Family and Research, 13(33): 21-42. [Persian]

Kaptan, K., Timurlenk, O. (2012). Challenges for Science Education. Procedia-Social and Behavioral Sciences, (51): 763-771.

King, K. A., & Vaiman, V. (2019). Enabling effective talent management through a macro-contingent approach: A framework for research and practice. BRQ Business Research Quarterly, 22(3), 194-206.

Maleki, H., Delavar, A., Ahmadi, Gh., & Hajitabar Firuzjaei, M. (2012). Assessing the degree of consistency of the intended, implemented and obtained curriculum of social studies in the first year of high school. Educational Psychology (Psychology and Educational Sciences), 8(26): 6-54. [Persian]

Maleki, H. (2018). Curriculum Planning (Practice Guide). Mashhad: Payam Andisheh. [Persian]

Mehrmohammadi, M. (2020). Curriculum: Theories, Approaches and Perspectives. Mashhad: Astan Qods Razavi. [Persian]

Mirshecari, Z., Oji nezhad, A.R., & Gholtash, A. (2015). An Evaluation of the Compatibility of the Intended, Implemented, And Learned Curricula: Considering The Natural Sciences Lesson at The 2Rd Grade of Junior High School in Neirin City.  Curriculum Planning Knowledge & Research in Education Sciences, 12(17): 89-98. [Persian]

Momeni, H., Karami, M., & Mashhadi, A. (2011). Investigating the role of factors reducing the gap between the intended, implemented and experienced curriculum in higher education. Higher Education Curriculum Studies, 2(2), 90-110. [Persian]

Mohammadi, M., Jafari, Kh., Marzoghi, R., Shafiei, M., Khoshbakht, F. (2018). The Experimental Study of Effect of Reflective Thinking Based Teaching on Development of Students’ Inquiry Based Learning of Science Lessons of Elementary Education.  Journal of Psychological Models and Methods, 9(32): 109-130. [Persian]

MoradiHaghighat, R., Safari, A., & Sabouri, F. (2021). The effect of camaraderie and competitive learning style on academic achievement Students in Experimental Science. Survay in Teaching Humanities, 7(25), 61-78. [Persian]

Mousapour, N. A., & Saberi, S. H. (2010). Evaluation of The Necessary Requirements for Implementation of the National Curriculum of the I.R. of Iran.  Journal of curriculum studies (J.C.S.), 5(18), 62-88. [Persian]

Mulenga, I. M. (2018). Conceptualization and Definition of a Curriculum. Journal of Lexicography and Terminology, 2(2): 1-23.

Munna, A. C., & AbulKalam, M. D. (2021). Application of Theories, Principles and Models of Curriculum Design: A Literature Review. International Journal of Multidisciplinary and Current Educational Research (IJMCER), 3(1), 147-153.

Phaeton, J. M., & Stears, M. (2017). Exploring the alignment of the intended and implemented curriculum through teachers’ interpretation: A case study of A -level biology practical work. Eurasia Journal of Mathematics, Science and Technology Education, 13(3): 723 -740.

Saranjam, A., Gholtash, A., & Ghasemi, F. (2013). Assessing the degree of consistency between the three curricula intended, implemented and Attained in the new sixth grade experimental science education program of Shiraz schools in the academic year of 2012-13, Master Thesis in Educational Sciences and Psychology, Islamic Azad University, Marvdasht Branch. [Persian]

Shafiei Sarvestani, M., & Darabi Emarati, A. (2021). Constructivist Curriculum Design and Its Impact on Academic Performance of Sixth Grade Elementary Students in Experimental Science.  Journal of Education Studies, 7(27): 27-49. [Persian]

Shosha, G. A. (2012). Employment of colaizzi’s strategy in descriptive phenomenology: A reflection of a researcher. European Scientific journal, 8(27), 31-43.

Sohrabi, O., Zainalipour, H., Hemmati, A., & Samavi, A. (2021). Providing a Model of Uncertainties in Higher Education Curriculum Areas. Research in Curriculum Planning, 18(41): 86-102. [Persian]

Zarei, A., & Dehghani, M. (2018). Challenges of e-learning: A study with Phenomenological approach. Quarterly Journal of Information and Communication Technology in Educational Sciences, 9(1), 59-81. [Persian]