Predicting the Conceptual Model of the Curriculum based on Reflective Thinking: The Case of Educational Sciences Bachelor's Curriculum

The present study has predicted the conceptual model of the curriculum based on reflective thinking in the undergraduate course of educational sciences. This study is applied in terms of purpose and contextual in terms of method. The statistical population included two groups of all curriculum experts including 20 individuals and relevant guest lecturers totaling to 165 individuals in Islamic Azad Universities of Mazandaran province. To determine the sample size, in the statistical population of curriculum planning specialists, all members were selected as the available sample. The number teachers in the sample was 116 through Cochrane’s formula and stratified random sampling. Thus, a total sample of 136 people was selected. The data collection tool was a researcher-made questionnaire prepared with a nominal scale and a range of four options. After verifying the validity of the questionnaire, the reliability was estimated to be 0.92 by using Cronbach's alpha. In order to analyze the collected data, descriptive indices (frequency and percentage) and inferential statistics (chi-square) were used. The findings showed that the attention and application of the components of reflective thinking in the higher education system with emphasized by both groups.