problem-oriented curriculum

The aim of this research is to present the conceptual framework of the problem-oriented curriculum based on the aesthetic approach. In the current research, due to the inseparability of cognition from emotion, the approach of art and aesthetics was proposed as a basic approach in the problem-oriented curriculum. The data were collected based on a qualitative research design of research synthesis type. The research community was printed and electronic resources related to the topic, which were published in the form of treatises, articles and research reports between the years (2007 to 2022) and were selected as a purposeful sampling. Among them, the articles with problem-oriented curriculum and aesthetic curriculum were selected and analyzed. Out of 88 reviewed articles, 75 articles were used to extract the relevant components and themes. The findings of the research, which were compiled in the form of the four elements of the curriculum, indicate that the goal dimension includes four main categories (creating creative thinking, artistic thinking, intuitive thinking and visual thinking), the content dimension includes three main categories (problem Sazi- the role of the teacher and the role of the learners). Next, teaching methods include three main categories (combined methods, artistic methods and active methods) and finally, in the evaluation element, two main categories (qualitative evaluation and general evaluation) were obtained from multiple sources The results of the research indicate that the artistic approach can be associated with various issues and concepts in the problem-oriented curriculum, in fact, the arts can provide knowledge in the form of an interactive and integrated approach and help students understand the concepts better. Help and lead to the discovery and production of new ideas and creative answers to solve various problems around

Introduction:

The present study examines aesthetics and art as an approach and perspective for the problem-oriented curriculum to provide its components and teachings as a model. Here, the problem-oriented curriculum is the type of curriculum that emphasizes real and artistic issues instead of pre-determined content and goals, and presents the issue as the axis of organization in the curriculum.Method:This research is a combination of research. For this purpose, first, the written sources of the two disciplines of curriculum and aesthetics, which were obtained by chain sampling, were studied, and then the views of experts in the two disciplines, which were selected by purposive sampling, were examined. Data collection and components in the qualitative stage were extracted and coded from 75 studies and in the quantitative stage, the Delphi questionnaire was used to screen the components. Analysis-interpretation and inference were used to analyze qualitative data, Delphi technique was used for quantitative data, and Demetel network-analysis process was used to determine and prioritize criteria and components.

Findings showed that the effective factors in problem-oriented curriculum planning are composed of sub-criteria, each of which includes a number of indicators. 1- Objective element: including criteria for problem solving, problem thinking, problem description; 2- Content element: including problem dimensions, information sources, problem description tools; 3- The element of teaching and learning

including modeling criteria in knowledge, dialogue and assistance tools, guidance, time working on the problem, context of the problem, support and The evaluation element includes the criteria for evaluating and monitoring performance, which is shown as a conceptual model at the end of the research.

In this study, which for the first time sought to integrate and overlap the problem-oriented curriculum with the aesthetic approach, the results showed that art and aesthetics can provide components for the curriculum and its elements. In this study, 168 components were obtained, all of which They were deemed appropriate for a problem-oriented curriculum based on expert opinion.

The present study aims to explore and explain the curriculum understanding for teaching in the classroom, and the respective pedagogy vision, based on the professors' perspectives of the curriculum and pedagogy department in UBC. The data was collected through a qualitative- case study research design using a phenomenological approach and a semi-structured interview. The data were analyzed based on analytic induction. The participants in this study were selected using a purposeful sampling based on three criteria: grade of professor, teaching experience and field of activity. Seven professors were selected, in the fields of curriculum theory, teacher education curriculum, teacher education curriculum and scholarship, science education, art education, social studies education, and higher education. The findings revealed 15 components of curriculum understanding and 14 components of pedagogy. Contemplating on the findings, it was deduced that the curriculum understanding and the pedagogy vision are affected by two different paradigms. The first paradigm which interprets curriculum as an unfinished project and a complicated conversation, based on big ideas. It pursues pedagogy of subject transformation by applying theoretical, critical and spiritual views. And the second paradigm that interprets curriculum as a problem-oriented and a developed design based on the goals. It employs the pedagogy of understanding and instructing knowledge, with critical view, based on thoughtfulness and respect for diverse voices. on thoughtfulness and respect for diverse voices.