Validating upside down Curriculum Patterns Based on Selective Attention and Self-directed Learning in work and technology lesson in the first high school
Subject Areas :
Education
Razieh noori
1
,
ladan salimi
2
,
esmat rasoli
3
1 - . PhD Student, Department of Curriculum Planning, Faculty of Humanities, Sari Branch, Islamic Azad University, Sari, Iran.
2 - Assistant Professor, Department of Curriculum Planning, Faculty of Humanities, Sari Branch, Islamic Azad University, Sari, Iran.
3 - Assistant Professor, Department of Curriculum Planning, Faculty of Humanities, Sari Branch, Islamic Azad University, Sari, Iran.
Received: 2020-02-16
Accepted : 2021-08-04
Published : 2021-10-23
Keywords:
self-directed learning,
Upside Down Curriculum,
Selective Attention,
Work & Technology Lesson,
First High School,
Abstract :
Abstract
The purpose of the present study was to, Validating upside down Curriculum Patterns Based on Selective Attention and Self-directed Learning in work and technology lesson in the first high school. This is a descriptive-survey research. The statistical population of this study consisted of all teachers of first high school work and technology lesson in Fars province with approximately 800 people (315 men and 485 women). The sample consisted of 340 secretaries of labor and work and technology teachers who were selected by multi-stage relative cluster sampling with Cochran formula. Data were collected using two self-directed learning learning questionnaires with 24 items and a researcher-made selective attention questionnaire with 24 items on a five-point Likert scale. Content validity was used to determine the validity of the questionnaires and compound reliability was used to determine the reliability of the questionnaires, which had a suitable and acceptable status. Exploratory and confirmatory factor analysis was used to analyze the data using SPSS and AMOS software. The results showed that the components of Working memory, competitive selection, Top-down Control and Bottom-up Control are effective in explaining Upside down curriculum pattern based on selective attention. Also, self-management components of spontaneity and self-supervision are effective in explaining the pattern of reversed curriculum based on self-directed learning. The model had a good fit. The Upside down curriculum model based on cognitive attention and self-directed learning is effective in fostering creative, self-directed, responsible students.
References:
Abedini Baltork, N. & Nili, M. R. (2014). Analysis of Constructivist Position as a New Approach to Learning in Elementary School Textbooks. Journal of Curriculum Research, Vol. 11, No. 2, pp 6-17. (in Persian)
2. Abdol Khani, A. & Abdol Khani, S. (2017). Study the nature of the training Work and technology lessons the first course from the perspective of educational groups in Khuzestan province, Scientific-Educational Conference on Educational and Psychological Sciences of Social and Cultural Injuries in Iran. (in Persian)
3. .Barent, R. (2015). Realizing the University in an age of super complexity. Maidenhead: McGraw – Hill/ Open University press.
4. Behrangi, M. R. & Nasiri, R. A. (2015). Every third empowerment with a model of education management focuses on self-directed learning in third-grade students. Journal of New Approach in Educational Management, Vol. 7, No. 4, pp 109-130. (in Persian)
5. Cain, K., Oakhill, J. & Bryant, P.E. (2014). "Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills". Journal of Educational Psychology, Vol. 12, No. 96, pp 31-42.
6. Collis,N.l & Kohnen,S. & Kinoshita, S. (2016). The role of visual spatial attention in adult developmental dyslexia. The Quarterly Journal of Experimental Psychology, Vol. 2, No. 66, pp 245-260.(in Persian)
7. Davoodi, A. (2017). Curriculum Design and Validation of Teaching Experience Based on Inverted Curriculum Model at Farhangian University, PhD Thesis. Islamic Azad University of Khorasgan Branch. (in Persian)
Esmaeli karani, R. & Ahmadi, Gh. (2019). Designing and validating an upside down Curriculum in a Child's Verbal Skill Development Course. Journal of Islamic Research and Studies, Vol. 1, No. 5, pp 65-73. (in Persian)
9. Fathi Vajargah, K. & Shafiei, N. (2007). Evaluating the quality of the university curriculum (Adult Education Curriculum). Journal of Curriculum Studies, Vol. 2, No. 5, pp 1-26. (in Persian)
Fathi Vajargah, K., Zare, A. & Yamani douzi sorkhabi, M. (2010). Investigating the International Obstacles to the Curriculum of Universities and Higher Education Institutions from the Viewpoints of Faculty Members. Journal of Research and Planning in Higher Education, Vol. 15, No. 4, pp 63-82. (in Persian)
Fornell, C &, .Larcker, D. (1981) .Evaluating structural equation models with unobservable and measuring error .Journal of High Technology Management Reasearch, Vol. 3, No. 5, pp 39-50.
12. Groome, D. (2015). An Introduction to cognitive psychology: Processes and disorders, Hove, UK: Psychology Press.
13. Ghorbani, V. (2009). Evaluation of Experimental Implementation of the New Book of Professional and Technical Manual of First Grade of Mazandaran Province 87-88. Tehran: Office of Planning and Writing
14. Himistra, R. (2016). From behaviorism to humanism: Incorporating self – direction in leaning concepts into the instructional design process, Oklahoma: University of Oklahoma.
Helgeson, G. (2016). Study the reverse and inverted curriculum in higher education. Dissertation Abstract international, Vol. 50, No. 15, pp 65-73.
16. Huang, M.H. (2016). Factors influencing Self-directed Learning Readiness amongst Taiwanese Nursing students [PhD Thesis]. Queensland: University of technology school of Nursing Institute of health and Biomedical Innovation.
17. Islami, M. (2015). Assessment and Evaluation of the Achievement of Goals (Desired and Expected Results) of the Vocational and Technical Training Course with guidance with emphasis on program implementation. Tehran: Educational Planning and Innovation Research Institute .(in Persian)
18. ImamJome, M. R. & Mehr Mohammadi, M. (2006). Critical Review of Teaching Approaches to Delivering a Thoughtful Teacher Training Curriculum. Journal of Curriculum Studies, Vol. 1, No. 3, pp 30-66. (in Persian)
19. James, W. (2014). The principles of psychology (Vol.1), Londen, Macmillan.
20. Jalili, M. & Nick Farajam, H. (2015). Project-Based Learning in a Project-Based Approach to Learning for Students' Process Skills. 13th conference on teaching physics Iran, University Zanjan. (in Persian)
21. Maarefvand, M. (2017). Learner-centered training, implementation of new methods of learning and training in Social Work, Social Science Quarterly. 50, 172 -207. (In Persian).
22. Mehr Mohammadi, M. & Mahmoudi, F. (2013). Upsidedownness: A New Approach to Curriculum Design in Professional Fields (with emphasis on Education). Journal of Higher Education Curriculum Studies, Vol.3, No. 6, pp 141-177. (In Persian)
23. Mehr Mohammadi, M. (2017). Third Generation University and Reverse Curriculum, Lecture at the Fifth Scientific Conference on "Development of Third Generation University Tarbiat Modarres University." (In Persian)
24. Mehr Mohammadi, M. (2013). Upsid down Curriculum Pattern in Higher Education. Journal of Two Theories of Practice and Curriculum, Vol. 2, No. 1, pp 5-26. (in Persian)
25. Mousavi, A., Rasouli fard, P. & Faraji, L. (2016). The Role of Event-Related Potentials in the Study of Selective Hearing Attention. Journal of Rehabilitation Medicine, Vol. 6, No. 1, pp 264-278. (in Persian)
26. Norouzzadeh, R. & Fathi Vajargah, K. (2015). An Introduction to University Curriculum. Tehran: Institute of Higher Education Research and Planning. (in Persian)
27. Skottun, B.C & Skoyles, J. R. (2010). Attention,Reading Dyslexia .Clinical and Experimantal Optometry, , Vol. 4, No. 89, pp 241-245.
28. Vander Nite, A.G & Hartman, E & smith, J & Visscher, C. (2017). Modeling relationships between physical fitness, executive functioning and academic achievement in primary school children. Psychology of sport and exercise, Vol. 15, No. 4, pp 19-325.
29. Wagner, S. (2016). The self–directed learning practices of elementary teachers, PhD Thesis, Unpublished, University of Tennessee, and Knoxville.
_||_
