curriculum model peresnt of intellectual Skills(critical thinking and crative thinking ) for undergraduate curriculum palnning specialise view

Subject Areas : Educational Science

masoud  ysefzadeh ¹ (دانشگاه آزاد اسلامی ، واحد علوم وتحقیقات تهران،گروه علوم تربیتی، تهران،ایران)

Received: 2015-12-30 Accepted : 2015-12-30 Published : 2010-07-23

Keywords: critical thinking, Curriculum, University, crative thinking,

Abstract :

 the aim of in this study, curriculum model peresnt of intellectual Skills for undergraduate research has been done. in this is research from type of field researchs   statistical community of curriculum palnning specialise  (54) ,  the number of samples based  on Morgan Table (48) ,method of simple random sampling and data collection tool by from the made researcher.This research including is the following six questions: 1- in intellectual  skills curriculum to which one of aims of the cognitive domain should be attention? 2 - in intellectual  skills curriculum objectives to which one of aims of the emotional domain should be considered ? 3 –in intellectualskills curriculum to which content organizing in  Vertical should be considered ? 4 - in  intellectual   skills curriculum to which content organizing in horizontal should be considered? 5 - in  intellectual  skills curriculum to which methods of teaching should be considered? 6 -in  intellectual  skills curriculum which evaluation practices should be considered? The results show that from the viewpoint of curriculum planning experts the cognitive area should be  considered on the purposes(knowledge ,conception, application, analysis, compound and evaluation),the emotional area purposes( attention,answer,evaluation ,values organization and value crystallization on personality),the content organization on horizontal dimension (making parallel of fields, interfiled, extrafield),the content organization on vertical dimension (making parallel of fields,interfiled,extrafield),the teaching method(problem solving method, group lecture, questioning and answering, exploratory and performing) and the evaluation instruments (written and oral examinations, the reports related to the projects, the observation of behavior in class, group-evaluation and self- evaluation)for the design of intellectual  skills curriculum.