Provide a Model for Research-Based Learning in the Country's Education

Abstract

Background and Aim: Today, around the world, research-based learning approach is used in educational organizations, especially in schools. Given the positive consequences that this type of learning, the present study was conducted with the aim of providing a model for research-based learning in the country's education. Method: The research method was exploratory mixed (qualitative-quantitative). In the first part of the study, 7 senior education directors, 8 faculty members and 5 top teachers were selected through purposive sampling. The second group of the statistical population of this study in the quantitative part were all secondary school teachers in Tehran that 585 people were selected. Quantitative sampling method was stepwise cluster sampling. Interview and questionnaire tools have been used in this study and its validity and reliability have been reviewed and confirmed. Results: The results showed that the components of research-based teaching, research-based communication, research-oriented encouragement, as constituent factors, curriculum, teacher, management, as influential factors, problem-solving skills, critical thinking, collaborative learning, as influential factors, Diversity in curriculum and education and educational and research policy-making were identified as school-related mechanisms and infrastructures, community-related infrastructures as model implementation infrastructures. Conclusion: In this study, it was suggested that diversity in the use of teaching methods, the use of research course as a motivational approach, providing diverse knowledge and multidimensional information, creating effective and group learning conditions, attention to different learning styles, attention to environmental and regional issues In presenting the topic for research, as indicators of diversity in the curriculum. Regarding the implementation of such a model, there is a need for a number of functions such as equipping schools with research facilities, support for student research authorities, teachers' support for classroom research, equipping information technology in schools, allocating spaces in schools for group research.