Design and Validation of a Selective Attention-Based Curriculum with Upside down Approach in work and technology lesson in the first high school

The purpose of this study was to design and validate a curriculum based on selective attention with a Upsidedown approach in work and technology lesson in the first high school. This research was carried out using a sequential heuristic approach using a hybrid method. First, it was extracted by qualitative content analysis of the elements (purpose, content, teaching method, evaluation) of the selective attention-based Upsidedown curriculum. The exploratory and confirmatory factor analysis method was used for quantitative analysis of data. 15 individuals were selected as statistical sample. And in the quantitative section, all teachers and teachers in work and technology lesson in the first high school in Fars province numbered approximately 800 (315 men and 485 women). Using multi-stage cluster sampling with Cochran formula, 340 teachers of work and technology were selected. The data collection tool was a semi-structured interview qualitative section and a researcher-made quantitative questionnaire of selective attention with 31 items on a five-point Likert scale.

The results showed that the components of Working memory, competitive selection, Top-down Control and Bottom-up Control are effective in explaining Upsidedown curriculum pattern based on selective attention.

If the Upsidedown curriculum is based on selective attention, learners can be effective in teaching, performing, and memorizing teacher verbal information and classroom visual information.