Volume 2, Issue 6 (Spring & Summer 2015)                   TLR 2015, 2(6): 97-122 | Back to browse issues page

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Ahmadi P, Sobhaninejad M, Amiri M. Interdisciplinary Organization of the Curriculum with Emphasis on Effectiveness of Courses Content. TLR. 2015; 2 (6) :97-122
URL: http://tlr.shahed.ac.ir/article-1-1403-en.html
Abstract:   (2526 Views)
This study seeks to explain the nature of interdisciplinary curriculum and its relation to the effectiveness of the school curriculum. Organization of interdisciplinary is to communication and combination of curriculum content and processes to cohere and deepen students’ leaning experiences. The research method was document analysis a type of descriptive method. In order to answer the research questions, available documents, relating to the data collection form usage, has been collected and analyzed by qualitative method. The results show that each pundit has his/her own definition of interdisciplinary organization and believes that interdisciplinary organization is part of organization methods, discipline on its center and could be defined as combination of content, processes and curriculum skills to cohere the learning experiences. The most important components of effective curriculum includes: meaningful of curriculum content, active learning in the process of presenting content, the relation between content and life, learner’s engagement with content, intelligibility and appropriateness of content with learner’s talents. In order to make content effective, there are some experimental samples and reports of utilizing interdisciplinary organization: Schmitt (1983), Friend (1984), Shbakhr (1991), Lyvtan (1991), Willett (1992) , cement and Klvts (1997), Melnik and Schubert (1997), Erickson (1998), tops, Grandgnt, Stellar, Pavlovsky and Bond (1998), Susan (1998) and Pena, Brown, Adams, Decker (1999). Results show the effectiveness of the interdisciplinary organization of the curriculum in areas such as: meaningful learning, cause and motivate learners to get involved and act, avoid rote memorization, the adaptation of the content to life, observing the principle of the understandability, appropriateness of the content with learner’s features, and preparation for future learnings.
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Type of Study: Research |

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