Analysis of Symbolic Interaction Theory and Its Implications in Curriculum

This research was seeking to analyze the implications of Symbolic Interaction Theory in curriculum elements. To do this end, it was decided to make use of a descriptive method called Speculative Essays as well as Document Checker Tool in order to collect the concerned information. Theoretical bases and symbolic interaction theory were investigated and their implications in curriculum elements were extracted from Miller's viewpoint (objectives, student, teacher, learning and teaching method and features of training and evaluation atmosphere). According to the findings, the objectives of curriculum must be dynamic, pluralistic, flexible, interactive and realistic. As such, active learner would be responsible for his/her learning, participator in learning and interactive. Teacher should be provider of experiences, collaborative and facilitator. Teaching-learning method should be interactive, process-oriented and based on collaboration. The learning atmosphere must be welcoming, rich, challenging, dynamic and non-static, intimate and personal. Finally, assessment should be done through performance measurement methods, process-oriented based on quantitative and qualitative and community-oriented data.