qualitative indicators of knowledge integration in the curriculum; Case study: content analysis of experimental science in elementary school

The purpose of the present research is to evaluate the view of the integration of knowledge in the curriculum and to take advantage of its educational benefits; Therefore, all scientific, philosophical and religious viewpoints have been used in determining the criteria. In this article, the basic principles of the unity of the sciences are considered based on the compliance with the top documents of the country's education and training and in line with the monotheistic point of view. The current research method is content analysis, which has been used in defining the qualitative indicators of the unity of sciences and applying it to textbooks of elementary experimental sciences. The findings of the research indicate that six main criteria can be mentioned to strengthen the goal of the unity of sciences, which are: 1- Interdisciplinary approach (based on epistemic areas of the transformation plan), 2- Philosophy of science, 3- History of science, 4- monotheistic and innate worldview, 5- slogans and scientific and educational metaphors, 5- dialogue and interaction. In the conclusion, it seemed that the experimental science books of the fifth elementary school are acceptable in some indicators under the first criterion and not acceptable in others. The second to fourth criteria are also not acceptable. The fifth criterion including participation, group work and discussion in the class has an acceptable status.