Designing and validating a problem-oriented curriculum model based on the aesthetic approach in elementary school

Document Type : Scientific - Research

Authors

1 Phd Student of Curriculim,, Department of Educational Administration and Planning, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.

2 Associated Prof, Department of Educational Administration and Planning, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.

10.52547/mpes.2023.230707.1303

Abstract

Objectives :One of the curriculum approaches that has continued in the last half century and is expanding more and more all over the world, is the problem-based curriculum. The purpose of this research is to design a problem-oriented curriculum model with an aesthetic approach. Because the field of art and curriculum are so close together that some thinkers consider art and aesthetics to be the foundation of education.
Materials and Methods: The research method is qualitative. The research community was the written sources of two fields of curriculum studies and aesthetics and the chain sampling method. Data collection and components were extracted and coded in the form of qualitative content analysis.After presenting the proposed model that explained how the components of aesthetics and art can be included in the problem-oriented curriculum, in the last step of the research, the proposed model was validated by 14 curriculum experts. The average was also used to determine and prioritize the categories.
Discussion& Conclusions: The findings of the research showed that the four elements of the problem-oriented curriculum based on the aesthetic approach have the following categories and components: 1- categories in the goal dimension (metacognitive goals - open goal setting), 2- in the content dimension (representations Art of the problem - grounding of the art problem - numerous sources to support the problem).- In the dimension of teaching-learning strategies (multi-sensory and multi-skill methods - student-centered activity - artistic physical space creation) and 4- in the dimension of evaluation (re-evaluation - comprehensive and holistic evaluation) were identified. In this research, which for the first time tried to integrate and overlap the problem-oriented curriculum with the aesthetic approach, it showed that art and aesthetics can provide effective components for the problem-oriented curriculum. The presentation of the model was recognized as appropriate.

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