Designing and validating an integrated model of curriculum components and aesthetic training in higher education
الموضوعات :Mohamad Ardashiri 1 , Alireza Faghihi 2 , Mozhgan Mohamadinaieni 3
1 - Ph.D. Student, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran
2 - Assistant Professor, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran
3 - Assistant Professor, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran
الکلمات المفتاحية: aesthetics, Integrated Model, Curriculum Design, Higher Education, Aesthetic training,
ملخص المقالة :
The present study aims to design and validate integrated pattern of curriculum patterns and aesthetics training in higher education system. The ultimate goal is to find aesthetics components, which can be used along with other curriculum components originated from humanities in the university curriculum. The present research was conducted using a mixed method of exploratory type in particular qualitative-quantitative. Statistical population of the quantitative and qualitative sections involved state universities of Khoozestan province. Considering the participants’ experiences, attitudes and comprehension, qualitative research method (data-based theory strategy developed by Strauss and Corbin) was used in the first section. Correlation method was used in qualitative section, considering integration and correlation among the components and validation of the underlying pattern. The data were analyzed with the aid of MAXQAD qualitative analysis software based on Strauss and Corbin systematic problem solution in three stages of open, axial and selective coding. Moreover, Delfi’s method was used for unanimity of a group of experts in order to develop the main model of the present research study. The components obtained were used in developing the proposed pattern. Findings of the study indicated that art and aesthetics, as the two worldviews in curriculum, involve various components and inspirations. These components can be employed with focus on important components of curriculum design such as objectives, content, method and evaluation of design, development and implementation of curricula. Finally, the conceptual pattern was recognized valid by experts of curriculum design at Khoozestan province university and the necessary corrections suggested by them were used in the proposed pattern.
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