A Case Study of Singapore’s Curriculum to Explain the Application of the Inquiry-Based Approach in Developing Learning Areas of Iran’s National Curriculum

Ahmadi, Fatemeh Zahra; Hazarkhani, Hassan

doi:10.22034/jcs.2024.447759.2243

A Case Study of Singapore’s Curriculum to Explain the Application of the Inquiry-Based Approach in Developing Learning Areas of Iran’s National Curriculum

Document Type : Original Article

Authors

Fatemeh Zahra Ahmadi ¹

Hassan Hazarkhani ²

¹ Faculty member at Organization for Educational Research and Planning

² Chemsitry Department, , Organization for Educational Research and Planning

10.22034/jcs.2024.447759.2243

Abstract

The educational system of Singapore has adopted the inquiry-based approach as an instructional strategy in the 21st century. The purpose of this research was to describe the application of the inquiry-based approach in the written curriculum of Singapore with the goal of providing evidence-based support for curriculum policymakers in Iran. The method of this research was a qualitative study and the target group (community) of curriculum guides for different learning areas in Singapore. To ensure the validity of the data, three strategies of peer review were used: external auditor and rich description. Data reliability was confirmed through inter-coder agreement. The findings indicated that in the areas of learning English; mathematics and experimental sciences; Art; social studies; and character training and citizenship in the order of dialogue exploration; scientific exploration; aesthetic exploration; Exploration of human sciences and intellectual moral exploration have been proposed It is recommended that curriculum developers consider incorporating five principles into curriculum guide development: questioning, evidence analysis, reflection and evaluation, knowledge creation and development, and communication.

Keywords

Inquiry

Curriculum

Case study

Singapore

learning areas

Subjects

Elementary Education

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