Designing and validating a curriculum model based on learning styles in experimental sciences

Document Type : Original Article

Authors

1 Assistant Professor, Department of Educational Sciences, Farhangian University

2 Assistant Professor, Department of Psychology Education, Farhangian University

3 Member of the Scientific Committee of Daneshgah Farhangian

10.48310/jcdr.2025.21273.1248

Abstract

Background and Objectives: The present study aimed to design and validate a curriculum model based on learning styles in the field of experimental sciences. Methods: This research employed a developmental-applied approach and utilized a mixed-methods design, incorporating both qualitative and quantitative components. To develop an optimal learning-styles-based curriculum model, the study first reviewed relevant documents and scientific literature. Subsequently, semi-structured interviews were conducted with curriculum experts and experimental science teachers. Data collection continued until saturation was reached. Participants included 9 experts in curriculum studies and educational psychology and 8 experimental science teachers. Purposive and sequential sampling methods were used in the qualitative phase. Content analysis was conducted systematically, with codes and categories derived inductively from the raw data. Rigor was ensured through credibility, transferability, dependability, and confirmability, with an intra-coder agreement of 0.82. Findings: Findings: A curriculum model based on learning styles in experimental sciences was developed. Validation involved soliciting feedback from curriculum planning and educational psychology experts, as well as experimental science teachers. A high percentage of participants confirmed the proposed model. Conclusion: The designed learning-styles-based curriculum model for experimental sciences demonstrates adequate validity and reliability.

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