پدیدارشناسی نسبت روش تدریس معلمان و محتوای برنامه درسی: بررسی دروس ریاضی، علوم و هنر دوره اول متوسطه منطقه ۳ شهر تهران

ساره انصاری; سیدمهدی سجادی; مهدی دوایی; علیرضا عصاره; یلدا دلگشایی

Authors

Sare Ansari Department of Curriculum Planning and Educational Sciences, CT.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0009-0009-7533-0016
Seyed Mehdi Sajadi Department of Philosophy of Education, Tarbiat Modares University, Tehran, Iran Corresponding author https://orcid.org/0000-0001-8231-9354
Mehdi Davaei Department of Psychology, CT.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0009-0002-0518-8623
Alireza Assareh Department of Educational Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran Author https://orcid.org/0009-0007-8315-7757
Yalda Delgoshaei Department of Educational management, CT.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0000-0001-6834-9397

Keywords:

Phenomenology, Curriculum, Instructional Methods, Mathematics, Science, Art

Abstract

This study aims to phenomenologically explicate the relationship between teachers’ instructional methods and the epistemological nature of curriculum content in mathematics, science, and art. Using an interpretive phenomenological design, twenty lower secondary teachers of mathematics, science, and art from District 3 of Tehran were purposively selected; data were collected through semi-structured interviews and reflective teaching journals and analyzed via phenomenological thematic analysis. Findings indicate that epistemological misalignment between content and method results in superficial learning and reduced motivation, whereas alignment enhances meaningful learning, active engagement, and deeper understanding. Improving instructional quality requires epistemological reflection in pedagogical choices, curricular flexibility, and supportive structural conditions aligned with subject matter.

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