Madineh Alikhani; Maryam Baratali; Jahanbakhsh Rahmani; Mehdi Dehbashi
Volume 15, Issue 54 , October 2021, , Pages 114-125
Abstract
The aim of the present study was to design and validate brain-oriented aesthetic curricula. The present study has analyzed qualitative content analysis method, deductive categorization system, and new and innovative international researches in relation to brain-based aesthetics. The field of research ...
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The aim of the present study was to design and validate brain-oriented aesthetic curricula. The present study has analyzed qualitative content analysis method, deductive categorization system, and new and innovative international researches in relation to brain-based aesthetics. The field of research includes all printed and electronic sources. By sequential purposeful sampling method and through fish taking tools, information is collected and analyzed in three stages of open, axial and selective coding, and then the categories of the presentation model. In order to validate and evaluate the fit of the model, it has been provided to a number of specialists in planning, curriculum, neuroscience and educational sciences, and their corrective opinions have been applied in the final model after obtaining the Kappa Cohen agreement coefficient. The results showed that the categories with higher priority and high factor load in these elements were as follows: The target element includes: visualization in learning and strengthening the brain in all activities. Content element includes: description of the function of the cognitive skills of the brain, flexibility of the brain. The element of teaching-learning strategies includes: raising the level of motivation, providing opportunities for thinking. The environment element includes: happy environment, active learning environment, aesthetic environment. The element of evaluation includes: paying attention to individual differences, using continuous and practical techniques. Therefore, according to the agreement coefficient of experts, it can be said that the proposed model for designing curricula can be appropriate in some courses and at certain ages.
ahmad foolady; Jahanbakhsh Rahmani; narges keshtiaray
Volume 14, Issue 49 , July 2020, , Pages 125-140
Abstract
The aim of this study is explaining the concept of a transformative curriculum in order to Critique the education curriculum of Iran in 2019. In this study, qualitative research method of critical philosophical inquiry was used. The field of research has consisted of books, all articles and scientifically ...
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The aim of this study is explaining the concept of a transformative curriculum in order to Critique the education curriculum of Iran in 2019. In this study, qualitative research method of critical philosophical inquiry was used. The field of research has consisted of books, all articles and scientifically available print and digital resources related to the transformative curriculum from 1979 to 2019. Purposeful sampling method was used and the review of texts and documents related to the transformative curriculum was performed gradually and continued until theoretical saturation. By reviewing three paper and 10 chapters from different books, theoretical saturation was achieved. Information was collected using the "Document Review" tool. In the first and second steps, data were analyzed using the qualitative content analysis method of inductive categorization and thematic coding, and in the third step, the research was analyzed using the reflective method of data. The findings show that the transformed curriculum has six main assumptions: homogeneous and correlated. Comparing the assumptions of the changing curriculum based on the criterion of creativity showed that while converging its dimensions, curriculum as cosmology, fiction creativity, curriculum as complexity, tolerance of ambiguity, curriculum as dialogue, integration Rational thinking and narrative thinking, curriculum as a course, "becoming", curriculum as a community, relationships and curriculum as a set of students' learning experiences emphasize the antecedent and outstanding synchronization and are effective in improving creativity. The transformative curriculum is not predetermined, but a transformational reality.
