Objectives: This research was conducted to design the learner's role model based on the reverse learning approach in the experimental science course of elementary school.
Method: Materials and methods: The research method was mixed exploratory by thematic analysis and structural equation modeling. In the qualitative section, the participants of the interview section included experts in the field of curriculum and educational sciences and teachers with extensive experience in elementary school, and the participants of the text content section included documents published in reliable scientific databases between 2017 and 2022. The sampling of the interview part was a purposeful snowball type that reached saturation with 14 people. In the sampling of the texts, the purposeful sampling method based on the purpose of the research was used. In the quantitative part, the statistical population included all primary school teachers in Khoozestan province with a sample of 186 people selected by the multi-stage cluster random sampling method. The instrument of the quantitative part was a questionnaire. The qualitative part was analyzed using the theme analysis method and the method proposed by Attride-Stirling (2001), and the quantitative part was analyzed using Amos software.
Findings: The results showed that the learner's role model included four organizing themes "learner self-determination, learner participation in the flipped class, personalization of learning, and cooperation in group activities".
Conclusion: Therefore, by implementing the reverse approach in elementary experimental science classrooms, it is possible to help students thoughtfully follow the learning and laboratory processes.
 
Designing the learner's role model based on the reverse learning approach in the elementary course of experimental science
Introduction: Introduction: Experimental science is one of the most important fields of learning, and it means the ability and capacity to use scientific knowledge, to raise scientific questions and extract answers, and the results based on experimental evidence, to understand and understand the natural world, and to help make correct decisions about its facts. It is against the changes made by human activity. On the one hand, the primary science curriculum tries to introduce students to scientific fields and provide conditions for further study and learning in the future and at higher levels, and on the other hand, by informing students and teaching them ways of thinking, it prepares them for living in a society. prepare scientifically (Zarghampour et al 2014). In the meantime, learning in the classroom in a reversed manner is a reliable method that facilitates the work of teaching and learning in the educational system (Otero-Saborido 2018). The reverse learning method is one of the student-oriented methods (Goudarzi, Nikyar & Arjomandi 2019). In flipped learning classes, educational programs are integrated; and students collect the content to be learned from multiple scientific sources and bring it to the classroom. Several researches show that the reverse learning method is more efficient than the traditional method (Al Mulhim 2021, Dong 2021, Gholami, Zare & Fallah 2023; Dobakhti, Zahrabi & Masoudi 2023, Samiee Zafarghandi & Abdi Navideh, 2022). Considering that the reform and restoration of the educational system due to the development of technology and new methods requires a change in the traditional teaching method, it seems that the reverse learning method can be a suitable solution for such educational changes to improve the learning and teaching environment, therefore The purpose of the present research was to design the role model of the learner based on the reverse learning approach in the experimental science course of the elementary school.
Materials and methods: The current research was a mixed exploratory (qualitative-quantitative) research method. In the qualitative part, the thematic analysis method was used to answer the research questions and model design, and in the quantitative part, structural equation modeling was used to check the fit of the model. In the theme analysis, Attride-Stirling (2001) suggested method was used. In the process of analysis, primary codes related to the reverse approach in experimental science education were extracted from the texts (interview texts and selected articles), the data were summarized and consolidated by examining repeated cases, and the basic themes were formed. In the following, the organizing themes were determined by combining and summarizing the basic themes, and then the overarching themes (curriculum elements in the reverse approach) were determined. To check the validity of the results, Cohen's kappa coefficient was checked. In the qualitative part, the participants in the research were in two parts: the participants of the interview part (including experts in the field of curriculum, specialists in the field of educational sciences, and teachers with high experience in elementary school) and the participants of the content part of the texts (including the documents published in reliable scientific databases in The last 5 years leading to the time of analysis and adjustment of the fourth chapter (2017 to 2022 AD). In the sampling of the interview section, the purposeful sampling method of the snowball type was used. The number of samples reached saturation with 14 people. In the sampling of the texts section, the purposeful sampling method was used. was used based on the purpose of the research. In the quantitative part, the statistical population included all primary school teachers in Khoozestan province with a sample of 186 people, which were selected by multi-stage cluster random sampling method. Also, the content validity of the model presented by 6 experts and experts was checked. To check the validity of the data collected in the qualitative part, the Laushe coefficient was used. Finally, Amos software was used to draw the pattern and determine the contribution of the factors.
Findings: Result and discussion: The results showed that the learner element (overarching theme) includes four organizing themes of learner self-determination (basic themes: 1) active learning, 2) creative learning, 3) responsible learning, 4) continuous learning, 5) self-enthusiasm for learning), learner participation in class Reverse (basic topics: 1) academic involvement in reverse processes, 2) responsibility to implement the reverse method, 3) repetition and practice of reverse learning activities, 4) use of learning strategies, 5) implementation of research activities in the classroom, personalization of learning (topics) Basic: 1) self-directed learning, 2) questioning for learning, 3) time planning, 4) learning process management), and cooperation in group activities (basic topics: 1) carrying out class learning activities, 2) purposefulness in learning activities, 3) Performing group activities were 4) research-learning group, 5) formation of classroom learning group, 6) interactive cooperation of group members) which had 20 basic themes in total. Regarding the fit of the final model of the learner element, the values obtained for the GFI index were equal to 0.852 and the IFI and CFI indices were above 0.9. Also, the value of RMSEA was equal to 0.05 and the PCLOSC index showed no significance with the value of 0.363. In total, the values obtained in the study of the structural model of the learner element indicated the optimal fit of the model.
Conclusion: Therefore, the learning element is one of the main elements identified for the reverse approach in elementary experimental sciences, and by implementing the reverse approach in elementary experimental science classrooms, students can be helped to thoughtfully follow the learning and laboratory processes.