{"id":787,"date":"2016-08-15T20:32:58","date_gmt":"2016-08-15T20:32:58","guid":{"rendered":"http:\/\/timss2015.org\/encyclopedia\/countries\/iran-islamic-rep-of\/the-science-curriculum-in-primary-and-lower-secondary-grades\/"},"modified":"2016-09-13T16:04:13","modified_gmt":"2016-09-13T16:04:13","slug":"the-science-curriculum-in-primary-and-lower-secondary-grades","status":"publish","type":"page","link":"http:\/\/timss2015.org\/encyclopedia\/countries\/iran-islamic-rep-of\/the-science-curriculum-in-primary-and-lower-secondary-grades\/","title":{"rendered":"The Science Curriculum in Primary and Lower Secondary Grades"},"content":{"rendered":"<div class=\"carouselwrap\"><div id=\"menu-iran-islamic-rep-of\" class=\"carouselmenu\"><a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/iran-islamic-rep-of\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Introduction<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/iran-islamic-rep-of\/the-mathematics-curriculum-in-primary-and-lower-secondary-grades\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>The Mathematics Curriculum in Primary and Lower Secondary Grades<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/iran-islamic-rep-of\/the-science-curriculum-in-primary-and-lower-secondary-grades\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>The Science Curriculum in Primary and Lower Secondary Grades<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/iran-islamic-rep-of\/teachers-teacher-education-and-professional-development\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Teachers, Teacher Education, and Professional Development<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/iran-islamic-rep-of\/instruction-for-mathematics-and-science-in-primary-and-lower-secondary-grades\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Instruction for Mathematics and Science in Primary and Lower Secondary Grades<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/iran-islamic-rep-of\/monitoring-student-progress-in-mathematics-and-science\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Monitoring Student Progress in Mathematics and Science<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/iran-islamic-rep-of\/special-initiatives-in-mathematics-and-science-education\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Special Initiatives in Mathematics and Science Education<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/iran-islamic-rep-of\/use-and-impact-of-timss\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Use and Impact of TIMSS<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/iran-islamic-rep-of\/references\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>References<\/span><\/a><\/li>\n<\/div><\/div>\t<style>\n\t\t.carouselwrap{\n\t\t\tbackground: #e5eaef;\n\t\t}\t\t\n\t\t.owl-item a{\n\t\t\tbackground: #ffffff;\n\t\t\tborder: 4px #00b2cc solid;\n\t\t\tcolor: #000000;\n\t\t}\t\t\n\t\t.owl-item a:hover,\n\t\t.owl-item a:focus,\n\t\t.owl-item a.current-menu-item{\n\t\t\tbackground: #00667f;\n\t\t\tborder: 4px #00b2cc solid;\n\t\t\t\n\t\t\tcolor: #ffffff;\n\t\t}\n\t<\/style>\n\t\n<h2>The Science Curriculum in Primary and Lower Secondary Grades<\/h2>\n<p>The National Science Curriculum was introduced in 1994 at the primary level and in 2000 at the lower secondary level<sup>7<\/sup> and reflects a thematic and outcome- and competency-based approach to science education. Science education in Iran focuses on fostering logical thinking skills and preparing students for lifelong learning. The national curriculum is designed to help students learn basic science facts; observe and acquire skills; develop a positive attitude toward physical science, life science, health, and Earth science; and understand important applications of science in real life. The curriculum aims to integrate Science, Technology, Society, and the Environment (STSE). The three main goals of science education for students in Iran are as follows:<\/p>\n<ul>\n<li>Acquiring learning skills, which include\n<ul class=\"subitem\">\n<li>Collecting basic information<\/li>\n<li>Conceptualizing<\/li>\n<li>Conducting and reviewing research<\/li>\n<li>Problem solving<\/li>\n<li>Communicating, presenting, and reporting<\/li>\n<\/ul>\n<\/li>\n<li>Acquiring basic facts and ideas in three stages\n<ul class=\"subitem\">\n<li>Understanding basic information<\/li>\n<li>Understanding complex information<\/li>\n<li>Utilizing information to build theorems, and to analyze and solve proble<\/li>\n<\/ul>\n<\/li>\n<li>Developing a healthy attitude toward and respect for\n<ul class=\"subitem\">\n<li>Oneself<\/li>\n<li>Science and knowledge<\/li>\n<li>The environment, including other people, other living things, and one\u2019s physical and material surroundings<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>The science curriculum teaches students to make observations and take measurements, collect data, analyze results, make hypotheses, communicate, predict, use instruments, and plan and conduct an investigation. Students learn to think about and search for the causes of phenomena and develop a sense of curiosity about natural phenomena in their environment. They learn to use their skills to investigate answers to their questions about science, to save energy and time, to observe personal and public hygiene practices, and to take interest in environmental issues. The recommended approach to teaching and learning involves engaging students in problem solving, in actively participating in practical activities, and in conducting experiments.<\/p>\n<p>The organization of topics of scientific knowledge in primary school is summarized in Exhibit 3.<\/p>\n<p><strong>Exhibit 3: Scientific Knowledge in Primary School<\/strong><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-large wp-image-5399\" src=\"http:\/\/timss2015.org\/encyclopedia\/wp-content\/uploads\/sites\/6\/2016\/08\/T15_E_Iran-896x1024.png\" alt=\"t15_e_iran\" width=\"810\" height=\"926\" srcset=\"http:\/\/timss2015.org\/encyclopedia\/wp-content\/uploads\/sites\/6\/2016\/08\/T15_E_Iran-896x1024.png 896w, http:\/\/timss2015.org\/encyclopedia\/wp-content\/uploads\/sites\/6\/2016\/08\/T15_E_Iran-263x300.png 263w, http:\/\/timss2015.org\/encyclopedia\/wp-content\/uploads\/sites\/6\/2016\/08\/T15_E_Iran-768x877.png 768w, http:\/\/timss2015.org\/encyclopedia\/wp-content\/uploads\/sites\/6\/2016\/08\/T15_E_Iran.png 900w\" sizes=\"auto, (max-width: 810px) 100vw, 810px\" \/><\/p>\n<p>The main student outcomes for primary school science are summarized in Exhibit 4.<\/p>\n<p><strong>Exhibit 4: Student Outcomes for Primary School Science<\/strong><\/p>\n<table class=\"tableEncyc\" border=\"0\" width=\"100%\" cellspacing=\"0\" cellpadding=\"0\">\n<tbody>\n<tr class=\"heading\">\n<td valign=\"top\" width=\"70%\">Main Outcome<\/td>\n<td valign=\"top\" width=\"30%\">Subject Strategy<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td class=\"borderRight\" valign=\"top\">Identifying examples of dependency between personal health and the environment, and proposing suggestions to maintain and improve their health and environment<\/td>\n<td valign=\"top\">\n<ul>\n<li>The human body and health<\/li>\n<li>Living world<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td class=\"borderRight\" valign=\"top\">Studying and reviewing examples of structures and processes in living organisms and their adaption to the environment, and the impact of human behavior on their lives<\/td>\n<td valign=\"top\">\n<ul>\n<li>Living world<\/li>\n<li>Energy and materials<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td class=\"borderRight\" valign=\"top\">Collecting information about the network of resources and forms of energy used in their environment, and demonstrating their impact on the environment<\/td>\n<td valign=\"top\">\n<ul>\n<li>Living world<\/li>\n<li>Energy and materials<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td class=\"borderRight\" valign=\"top\">Presenting evidence of how force and movement are related, using examples in daily life<\/td>\n<td valign=\"top\">\n<ul>\n<li>Living world<\/li>\n<li>Earth in time and space<\/li>\n<li>Energy and materials<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td class=\"borderRight\" valign=\"top\">Collecting data on changes that occur in the Earth and Earth\u2019s place in space and time, and identifying and classifying patterns of change<\/td>\n<td valign=\"top\">\n<ul>\n<li>Earth in time and space<\/li>\n<li>Energy and materials<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td class=\"borderRight\" valign=\"top\">Identify the types and examples of changes in<br \/>\nmaterials, and human use of materials in different<br \/>\nperiods and the impact on the environment<\/td>\n<td valign=\"top\">\n<ul>\n<li>Living world<\/li>\n<li>Human and health<\/li>\n<li>Energy and material<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>The following science topics are covered in the fourth grade:<\/p>\n<ul>\n<li>Life Science\n<ul class=\"subitem\">\n<li>Animals<em>\u2014<\/em>Diversity; habitats and the need for keeping the environment clean; types of food; types of locomotion; nesting and migration; comparisons of different animal coverings (skin, fur, feathers, scales, etc.) and the advantage of different coverings in relation to animal needs; classification of vertebrates and invertebrates; types of parasites; and the body structure and characteristics of living things<\/li>\n<li>Plants<em>\u2014<\/em>Parts of plants and their structures, and the function of roots, stems, leaves, flowers, fruits, and cones; plants used to make clothing; the growth of plants and different factors affecting seed growth; the comparison of monocotyledons and dicotyledons; the classification of plants; the structure and function of cells; photosynthesis; the role of vessels in plants; and plant uses in nutrition, agriculture, and pest control<\/li>\n<\/ul>\n<\/li>\n<li>Earth Science\u2014The sources, purification, and uses of water; rocks, minerals, sand, and soil; the use and conservation of Earth\u2019s natural resources; the solar system; Earth\u2019s rotation on its axis causing day, night, and shadows; and air and its purification<\/li>\n<li>Health\u2014Senses and learning through the senses; the protection of eyes and ears; staying healthy; factors affecting growth; the digestive system and its function; bones and muscles; the respiratory system; and blood circulation<\/li>\n<li>Physical Science\n<ul class=\"subitem\">\n<li>Matter\u2014States of matter; volume, mass, and density; the structure of matter; and types of mixture, solutions, and solvents<\/li>\n<li>Heat\u2014Temperature changes; the effect of color on absorbing sunlight; applications of heat and heating appliances; sources of heat; what materials to wear in cold and warm environments; state changes and the effect of heat on states of matter; and how to construct and use a thermometer<\/li>\n<li>Motion\u2014Moving and stationary objects; wheels and their applications; how motion is affected by surface type and weight of an object<\/li>\n<li>Force\u2014Force and the effect of force on the movement of objects, and Earth\u2019s gravity<\/li>\n<li>Energy\u2014Types, uses, and the conversion of energy, and sources of energy<\/li>\n<li>Light and reflection\u2014The role of light in vision, sources and applications of light, refraction, shadows, types of mirror, and images formed by mirrors and their applications<\/li>\n<li>Electricity\u2014Electric currents, series and parallel circuits, and insulators and conductors<\/li>\n<li>Magnets\u2014Shapes, interactions, and applications of magnets; electromagnets; magnetic poles; and navigation using a compass<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>The following science topics are covered in the eighth grade:<sup>8<\/sup><\/p>\n<ul>\n<li>Life Science\u2014The classification of living things; organ systems in humans; cell structure and function; photosynthesis and respiration; life cycles of organisms; interactions of living organisms in ecosystems; the cycle of materials in nature; trends in human population and effects on the environment; the impact of natural hazards on humans, wildlife, and the environment; microorganisms and infectious diseases; the transmission and prevention of disease; and preventive medicine<\/li>\n<li>Earth Science\u2014The atmosphere and its components; the water cycle (steps, the Sun\u2019s role, and fresh water renewal); processes in the rock cycle and the formation of igneous, metamorphic, and sedimentary rocks; Earth\u2019s resources (renewable and nonrenewable resources, conservation, and waste management); and supply and demand of fresh water resources<\/li>\n<li>Physical Science\n<ul class=\"subitem\">\n<li>Physics\u2014Temperature and the measurement of heat; the effect of heat on the processes of melting, freezing, evaporation, and condensation (including phase change, melting and boiling points, and volume); pressure; energy forms; basic properties and behavior of light (reflection, refraction, color, image formation in mirrors, and lenses); waves; conservation and transformation of energy; simple machines; power; work; sound; electric currents and circuits; conductors and insulators; resistance; properties of permanent magnets and electromagnets; forces and motion; mass and weight; distance and displacement; and velocity and acceleration<\/li>\n<li>Chemistry\u2014The classification of matter (physical and chemical properties, pure substances and mixtures, and separation techniques); the particulate structure of matter (molecules, atoms, protons, neutrons, the movement of particles, electrons, the atomic model, symbols and notations, atomic bonds, molecular bonds, and ions); solutions (solvents, solutes, and solubility); acids and bases; chemical changes and reactions; conservation of mass; endothermic and exothermic reactions; and physical changes<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>The Science Curriculum in Primary and Lower Secondary Grades The National Science Curriculum was introduced in 1994 at the primary level and in 2000 at the lower secondary level7 and reflects a thematic and outcome- and competency-based approach to science &hellip; <a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/iran-islamic-rep-of\/the-science-curriculum-in-primary-and-lower-secondary-grades\/\">Continued<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":141,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-787","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/787","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/comments?post=787"}],"version-history":[{"count":15,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/787\/revisions"}],"predecessor-version":[{"id":5733,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/787\/revisions\/5733"}],"up":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/141"}],"wp:attachment":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/media?parent=787"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}