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Designing of a comprehensive curriculum Pattern based on the theory of brain-based learning in organizational training (Andragogy)
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Sagha Afrakhteh1    , Hasan Asadzadeh 2, Abolfazl Karami3 |
1- af51amir@gmail.com
2- Allameh Tabataba'i University, Tehran, Iran , abolfazlkarami1@gmail.com
3- Allameh Tabatabai |
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Abstract: (2237 Views) |
Introduction: Curriculum design studies based on brain capabilities began in the 1990s. The development of studies conducted in recent years shows the effectiveness of curriculum design based on brain-based learning theories in education, especially organizational training. Thus, the present research has been designed with the purpose of reforming organizational learning processes through the design of a comprehensive curriculum Pattern based on Brain Learning Theory.
Methods: the method of this research is a development based on theoretical method(theoretical Inquiry: Components and Structure). It is one of the 17 research methods in the field of curriculum. The type of research is practical, and data collecting and analysis is qualitative and quantitive.and research population includes professors,students,experts(curriculum planners). In the qualitative section, the opinions of 50 experts familiar with the curriculum and psychologists familiar with brain- based learning theorier were used. In the quantitive section, a researcher-made questionnaire, with a 0.96 coefficient, was distributed among 120 students of postgraduate students(MA and PHD) in educational, general and clinical psychology and curriculum, commercial and business management selected by an available sampling method to build and formulate curriculum elements.
Results: The results of the confirmatory factor analysis (structural equation modeling) indicated that the integrated model of the brain-centered curriculum in the organizational training includes five bases (such as fundamentals, theories, approaches, post views and Constructivist Pattern), ten essential elements (determining the characteristics of learners, content, learning activities, learning objectives, teaching strategies, resources and learning tools, setting, grouping, time and methods of educational evaluation) and 88 features. The features of the curriculum Pattern with related elements have made it possible to formulate, implement, and deploy it in the organizational training system. The findings of this study indicated that all coefficients of the model with a confidence level of more than 99% had been statistically significant. Also, teaching strategies with path coefficient of 0.85 had the most explanation than the curriculum.
Conclusions: Based on the findings of qualitative and quantitative analysis, a curriculum based on the theory of brain-based learning in organizational training can be designed and developed with ten elements(determining the characteristics of learners, content, learning activities, learning objectives, teaching strategies, resources and learning tools, setting, grouping, time and methods of educational evaluation). to make the effective curriculum in organizational training, it is necessary to include 88 features in the design, production, implementation and evaluation . |
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| Keywords: organizational training, approaches, Post views of curriculum, constructivism, and brain- based learning theories |
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Full-Text [PDF 1717 kb]
(636 Downloads)
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Article Type: Original Research |
Subject:
New Approaches to Curriculum Design
Received: 2019/02/13 | Accepted: 2019/02/24 | Published: 2022/01/30
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