[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 14, Issue 4 (9-2021) ::
Educ Strategy Med Sci 2021, 14(4): 199-207 Back to browse issues page
Phenomenological Explanation of Individualized Curriculum Principles with Emphasis on the Learning Experience of Participants in University Entrance Exam
Leilasadat Khatamikia 1, Kourosh Fathivajargah2 , Rezvan Hakimzadeh3 , Masoud Sharifi4
1- Department of Education Sciences,Education Sciences and Psychology, Shahid Beheshti University, Tehran, Iran , lkhatamikia@gmail.com
2- Department of Education Sciences, Education Sciences and Psychology, Shahid Beheshti University, Tehran, Iran
3- Department of Education Sciences, Psychology and Education Sciences, Tehran University, Tehran, Iran
4- Department of Psychology, Education Sciences and Psychology, Shahid Beheshti University, Tehran, Iran
Abstract:   (304 Views)
Introduction: the individualized curriculum is an important dimension in guiding learning experiences and achieving successful results in educational evaluations. The present study was conducted with the aim of identifying the principles of this program; for this purpose, the learning experiences of graduates who have experienced the university entrance examination (national entrance examination) were examined.            
Methods: in this study, qualitative method of phenomenological type was used.
The participants in this study were high school graduates who participated in the 1397 university entrance exam; and were selected by purposive sampling. Sampling continued until the saturation stage reached, eventually reaching 18 individuals. Data were collected using in-depth interviews. Data analysis was performed using MaxQDA qualitative data analysis software and based on the 7-step Colaizzi method.
Results: from the findings of this study, individualized curriculum principles were extracted. These principles were categorized into three main conceptual codes: cognitive resources, psychological resources, and supportive resources, and 16 sub-conceptual codes.
Conclusion: Based on the findings, what can be understood from the learning experience of students who have participated in the national entrance examination is that cognitive resources, psychological resources and support resources as the Individualized Curriculum Principles affect the results of the national entrance examination.
Keywords: Individualized Curriculum Principles, Learning Experience, Students, University entrance exam
Full-Text [PDF 429 kb]   (126 Downloads)    
Article Type: Qualitative Research | Subject: New Approaches to Curriculum Design
Received: 2019/12/31 | Accepted: 2021/05/22 | Published: 2021/09/1
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA


XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

khatamikia L, fathivajargah K, Hakimzadeh R, Sharifi M. Phenomenological Explanation of Individualized Curriculum Principles with Emphasis on the Learning Experience of Participants in University Entrance Exam. Educ Strategy Med Sci. 2021; 14 (4) :199-207
URL: http://edcbmj.ir/article-1-2471-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 14, Issue 4 (9-2021) Back to browse issues page
دوماهنامه علمی- پژوهشی راهبــردهای آموزش در علوم پزشکی Education Strategies in Medical Sciences
Persian site map - English site map - Created in 0.04 seconds with 30 queries by YEKTAWEB 4343