An Analysis of the Causes of the Gap between the Intended and Attained Curriculum of the “Experimental Sciences” Course in the Elementary School from the Perspective of Teachers

Although there has been a gap and inconsistency between the intended and attained curriculum of the “experimental sciences” course, as one of the basic components of the school curriculum for elementary school students, no research has yet been conducted on
explaining the factors causing this gap from the perspective of teachers, who are the main implementers of the intended curriculum.

The purpose of this study was to investigate the causes of the gap between the intended and attained curriculum of the “experimental sciences” course in elementary schools from the perspective of teachers.

The research approach was qualitative. The statistical population of the study consisted of teachers in Tehran province, and the participants were selected using a purposive sampling method, including criterion and snowball sampling. Data were collected using semi-structured in-depth interviews, and it was continued until theoretical saturation was reached in the eighteenth interview. To enhance the validity of the findings, items such as participants’ feedback, data triangulation, data triangulation, member checks, and peer review by external observers were used.

Data analysis using Colaizzi’s method led to the identification of four main themes and 14 sub-themes. The main themes included the causes related to curriculum specialists and executive staff (i.e., how goals are set by curriculum specialists), causes related to how the curriculum is planned (i.e., how the intended curriculum is designed and compiled), causes related to the manner of implementation, monitoring, and support of the curriculum, and causes related to the necessary facilities and equipment (i.e., physical equipment).

Findings showed that extra attention paid to knowledge goals, on the one hand, and neglect of other curriculum goals, including attitudinal and functional goals when setting goals, on the other hand, have given rise to the gap between the intended and attained curriculum of “experimental sciences” in elementary schools.