Designing a Sexual Education Curriculum Model for Middle Schools: A ModelBased on Grounded Theor

The present study aimed to design a sexual education curriculum model for middle schools in the education system.

This study was of qualitative studies based on grounded theory. The population included all sexual education experts who were selected through targeted sampling of snowball type and finally a total of 15 subjects were selected for interview. The data were analyzed through semistructured interviews during three steps of open, axial, and selective coding being presented in the form of a paradigmatic and conceptual model: paradigmatic model was as causes (necessity, objectives), underlying conditions (time , space, materials, and resources), intervening conditions (organizational factors, implicit learning), axial (content), strategies (teacher role, teaching-learning techniques, evaluation), and outcomes (knowledge, skills, attitudes) . In order to provide validity and reliability, Lincoln and Guba's approach was used including credibility, transferability, dependability, and conformability.

paradigmatic model was as causes (necessity, objectives), underlying conditions (time , space, materials, and resources), intervening conditions (organizational factors, implicit learning), axial (content), strategies (teacher role, teaching-learning techniques, evaluation), and outcomes (knowledge, skills, attitudes). In order to provide validity and reliability, Lincoln and Guba's approach was used including credibility, transferability, dependability, and conformability.

some guidelines were presented for the implementation of curriculum based on the findings and the obtained results.