Document Type : Original Article
Authors
1 Professor, Department of Educational Sciences, Faculty of Education and Psychology, Tabriz University, Tabriz, Iran
2 Associate Professor, Research Center for Psychiatry & Behavioral Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
3 Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, Iran
4 Ph.D. Student of Curriculum Planning, Tabriz University, Tabriz, Iran
Abstract
Introduction: The purpose of this study is to design and validate a curriculum model based on cognitive neuroscience in elementary school.
Methods: In this research, qualitative method design has been used. In the first step, the method of designing and identifying the elements of the model is based on the qualitative method of the Grounded theory and analytical-inferential and in the second stage, for validation and assurance of the effectiveness of the curriculum model (Lauvash's coefficient) was used. At first, a cognitive neuroscience-based curriculum based on the nine elements of Klein was designed. The proposed model was administered to 22 experts in curriculum and cognitive neuroscience using a purposive sampling method, and then we analyzed the validity of the data using Lauvash's coefficient.
Results: The result of the three-step coding of the collected data was the extraction of 35 sub categories and 72 attributes for each of the elements of the curriculum. Eventually, the Lauvash's coefficient also confirmed the twenty-one major themes.
Conclusion: it can be admitted that the cognitive neuroscience-based model introduces recent issues in education. Considering the theoretical dimensions of this model and its application in education is very important. Also, the interaction of neuroscience and education can be effective in improving theory, thinking, and practice in teaching and learning.
Keywords
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