providing a proposed framework for the work and technology curriculum of the middel school With emphasis on flipped classroom pattern

Subject Areas : Research in Curriculum Planning

zahra abolhasani ¹ , Saeid Safaei Movahhed ²

1 - Ph.D student of curriculum studies, Faculty of Psychology and Educational Sciences, university of Tehran, Tehran, Iran.
2 - Assistant Professor, Faculty of Psychology and Educational Sciences, university of Tehran, Tehran, Iran.

Received: 2015-10-05 Accepted : 2019-02-12 Published : 2019-06-22

Keywords: work and technologycurriculum, frame work, flipped classroom,

Abstract :

The purpose of this study was to present and explain the proposed framework of work and technology curriculum of the first high school based on the flipped classroom pattern. Qualitative research method is of the type of implication research because it uses implications of flipped classroom theory for the presentation of the Kar & Fanavari curriculum framework and it is in terms of applied purpose. The research population is all scientific literature related to the flipped classroom pattern and the criterion-based sampling method was used. The criteria for sample selection are: flipped classroom Patterns texts, published articles from reputable sites and also published in the last 5 years. The validity of this study was evaluated and confirmed by the faculty members of the Faculty of Psychology and Educational Sciences of the University of Tehran. The present study aims at studying the theoretical foundations of the flipped classroom pattern and its arguments in four areas of purpose (enhancement of learning style, problem solving skills, creation of mental habits such as curiosity and the ability to utilize communication skills), Content (based on criteria such as different student learning styles, Student-centered, problem-oriented, self-learning and multi-media capability selected), For teaching strategies, one can use methods called problem solving teaching, creative thinking, teamwork, group discussion, individual training, and program teaching and demonstrative teaching methods and in assessing the work and technology curriculum was presented (using genuine evaluation to allow student self-assessment).

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