جستجوی مقالات مرتبط با کلیدواژه "برنامه درسی بین رشته ای در آموزش عالی" در نشریات گروه "علوم تربیتی"

Abstract: An interdisciplinary curriculum is a decision-making process that has specific characters Heuristics, Iterative and Reflexive. Interdisciplinary curriculum first will be formed to revolve around issues, questions and complex issues. Interdisciplinary curriculum process ultimately lead to a set of decisions, is to produce a final product (interdisciplinary understanding). The main goal of the article is presenting a practical model for designing interdisciplinary curriculum in higher education. The research type is review studies and the method of data collection is library method For collecting the data subjective check list is used. The result of study shows that a process of interdisciplinary curriculum study is started by determining of subject and themes and developed to produce an interdisciplinary understanding of the problem and Leads to the evaluation of interdisciplinary understanding.

Classification of interdisciplinary relationships، in general، has two purposes، first، to explain the gradual progress in scientific fields of studies that leads to re-combination of the unity of science. The second، to describe mutual reproductive between scientific disciplines and to combine them، that leads to the rise of new scientific areas and disciplines. Another batch of graded according to level of interaction between areas of curriculum field with respect to elements that that interacting، this includes two branches: on the one hand، the interaction is between the concepts، that implies to processing of conceptual framework that creatively and innovatively (epistemological، conceptual or theoretical approach of interdisciplinary) and in other hand، it refers to the integration and borrowing methods between disciplines (methodological or instrumental approach of interdisciplinary). According to these categories of approaches in interdisciplinary studies، we face kinds of interdisciplinary curriculum. Convergent Curriculum model (that is based on cooperation of disciplines to solve a problem). This model is matched to instrumental approach of interdisciplinary studies، and synthesis or Integrative curriculum model that matches to conceptual approach of interdisciplinarity. Some authors use the “collaborative “instead of convergent and have put it against integration. We try، in this article، to design an interdisciplinary curriculum model with respect to two general approaches of interdisciplinary studies and two kinds of interdisciplinary curriculum، mentioned already. This model consists of all curriculum elements such goal sitting; design of course، teaching and evaluation. We try to design them based on interdisciplinary curriculum.

In recent years, interdisciplinary areas or Interdisciplinarity is of crucial importance as one of the most significant areas of research in education in general and higher education in particular. In majority of higher education systems in the world, investment in integrated courses in three levels of BS, MS and PhD has become a routine practice. A vivid example of such case is handfuls of ongoing research projects in complex areas of science at prestigious academic institutions in countries such as USA and Canada. These institutions are often seeking for training academic experts in MS and PhD levels in one hand and on the other hand, higher education experts are experiencing some serious questions that have arisen from some basic facts from investigation in the area of interdisciplinary curricula. These questions are to be answered: How should we define and train interdisciplinary educational materials for a group of people with different educational backgrounds, abilities and experiences? What are concerned Issues in interdisciplinary approaches? How is it possible to design an interdisciplinary area for different levels of academic education i.e. BS, MS and PhD? In this article, we tried to review literature in interdisciplinary fields of higher education to appropriately response to these questions and lots of others; we tried to refer to the results and outcomes of such newly-born fields of study as well. In another part of this article, we studied the theoretical principles of interdisciplinary approach. We also probed into what is called “complex sciences” with the aim of finding its impacts on interdisciplinary curriculum in higher education.