نوع مقاله : علمی - پژوهشی
نویسندگان
1 دانشجوی دکتری رشته برنامه ریزی درسی، دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، ایران
2 دانشیار گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران
3 استادیار گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران.
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Objectives: Understanding by Design provides a concrete framework for teachers by providing them with an active role in preparing unit plans and planning their teaching accordingly. While this framework reveals their designer identity from one side, it aims to contribute to the realization of meaningful and lasting learning by students on the other side. The current research was conducted with the aim of Designing the Understanding By Design Curriculum Framework in High School.
Materials and Methods: The research community included all valid scientific documents related to the subject, which were selected for the final review by regularly searching the databases and based on the entry criteria, 286 researches were identified and based on the exit criteria, 39 researches were selected. To collect, record and report the primary data of the researches, the researcher-made worksheet form was used. The analysis of the findings was done using Hord's (1983) seven-step model and the open and axial coding method. In order to ensure the coding method, two evaluators were used to re-code the findings and Cohen's Kappa formula was used to confirm the reliability.
Discussion and Conclusions: The findings showed that the Understanding By Design Curriculum Framework is an Process-oriented program that defines a new and different role for all curriculum elements from traditional models. The findings showed that the Understanding By Design Curriculum Framework is an Process-oriented program that defines a new role for all the elements of the curriculum and is different from the traditional patterns. Setting goals at three levels of acquisition, understanding and transfer based on content standards, learning expectations and meaningful performance, emphasis on big ideas, creating accountability for learning, independence in learning, transferring learning to real life situations, teaching life skills personalization of content by students, prioritization and selection of content, low-volume and deep content and organizing it in spiral and upside-down ways around big ideas, the teacher as a designer, evaluator and researcher, and curriculum evaluation with an emphasis on evidence And the consequences in different ways such as functional tasks, aspects of understanding, evaluation standards and product production are among the features of this curriculum model. Understanding by Design is a way of thinking purposefully about curricular planning and school reform. It offers a 3-stage design process, a set of helpful design tools, and design standards. The primary goal of UBD is student understanding: the ability to make meaning of “big ideas” and transfer their learning.
Objectives: Understanding by Design provides a concrete framework for teachers by providing them with an active role in preparing unit plans and planning their teaching accordingly. While this framework reveals their designer identity from one side, it aims to contribute to the realization of meaningful and lasting learning by students on the other side. The current research was conducted with the aim of Designing the Understanding By Design Curriculum Framework in High School.
Materials and Methods: The research community included all valid scientific documents related to the subject, which were selected for the final review by regularly searching the databases and based on the entry criteria, 286 researches were identified and based on the exit criteria, 39 researches were selected. To collect, record and report the primary data of the researches, the researcher-made worksheet form was used. The analysis of the findings was done using Hord's (1983) seven-step model and the open and axial coding method. In order to ensure the coding method, two evaluators were used to re-code the findings and Cohen's Kappa formula was used to confirm the reliability.
Discussion and Conclusions: The findings showed that the Understanding By Design Curriculum Framework is an Process-oriented program that defines a new and different role for all curriculum elements from traditional models. The findings showed that the Understanding By Design Curriculum Framework is an Process-oriented program that defines a new role for all the elements of the curriculum and is different from the traditional patterns. Setting goals at three levels of acquisition, understanding and transfer based on content standards, learning expectations and meaningful performance, emphasis on big ideas, creating accountability for learning, independence in learning, transferring learning to real life situations, teaching life skills personalization of content by students, prioritization and selection of content, low-volume and deep content and organizing it in spiral and upside-down ways around big ideas, the teacher as a designer, evaluator and researcher, and curriculum evaluation with an emphasis on evidence And the consequences in different ways such as functional tasks, aspects of understanding, evaluation standards and product production are among the features of this curriculum model. Understanding by Design is a way of thinking purposefully about curricular planning and school reform. It offers a 3-stage design process, a set of helpful design tools, and design standards.
کلیدواژه‌ها [English]
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