Designing and validating the optimal curriculum model based on phenomenon-based learning at Farhangian University

Document Type : Original Article

Authors

Department of Curriculum Planning, Mara.C., Islamic Azad University, Marand, Iran

Abstract

The purpose of the research is to design and validate the desired curriculum model based on phenomenon-based learning at Farhangian University. The research is applied in terms of its purpose and is a mixed exploratory study (qualitative-quantitative) in terms of its nature. The field method was used in terms of data collection. The statistical population of the qualitative part is experts and professors of Farhangian University - West and East Azerbaijan / who are selected by purposive sampling until theoretical saturation. The statistical population of the quantitative part includes all professors of Farhangian University - West and East Azerbaijan who are selected by cluster random sampling. The data collection tool in the qualitative part includes interviews with experts. After conducting the qualitative part of the research and identifying the components of the desired curriculum model based on phenomenon-based learning at Farhangian University, a researcher-made questionnaire was used to measure the variables of the model. When analyzing the data of the qualitative part, concepts were created directly from the transcripts of the interviews of the participants in the research (live codes) through coding. In the quantitative analysis of the model design and determining the effectiveness of the variables, the tests Path analysis, structural equations, model fitting, and covariance matrix are used in Lisrel statistical software version 8.80. Data analysis showed that the phenomenon-based learning curriculum has a multilayered and systematic structure, whose components and dimensions have not been formed randomly, but rather in response to social developments, technology, and new learning theories. These components, which are classified into fourteen main dimensions, each have a specific function in achieving the goals of the learning-based curriculum. The results obtained from the validity of the phenomenon-based curriculum model indicate that this model is generally valid for Farhangian University.

Keywords

References

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