The impact of instruction based on " teaching for understanding" on student's experienced curriculum in the subject of history

Cognitive development has always been an ultimate purpose yet sophisticated and perplexing issue in education. Despite numerous studies on cognitive development there are still so many questions to be addressed. Guided by Zero Project at Harvard University، this study examined impact of curriculum on cognitive development at girl’s high schools. In so doing four factors were considered including goals، issues، performance، and formative evaluation. In this quasi-experimental study، two groups of Art History students as experimental and control groups were involved and their knowledge، analytical ability، and learning sustainability were examined. Results showed no difference in knowledge between control and experimental groups. However، in terms of analytical ability and learning sustainability the experimental group had a better performance