Developing and Validating the Constructivist Curriculum Scale in Higher Education

This study seeks to develp and validate the constructivist curriculum scale in higher education. This study is considered as an exploratory mixed method research inlcduing qualitative (case study) and quantitative (descriptive-survey) phases. The reseaech population included curriculum scholars in the field of constructivism and data collection method, was semi-structured interview. By purposeful sampling approach and criterion method, eight informants were selected as the samples to be interviewd. Using thematic analysis 40 basic themes, 4 organizing themes, and a total theme for constructivist curriculum was explored. For the quantitative phase, the statistical population was curriculum experts in constructivism area that 30 experts were selected by purposeful sampling. The research instrument was the constructivist curriculum scale including 4 subscales and 40 items based on Likert scale. The result of the confirmatory factor analysis revealed factor loads of 0.67 for goal, 0.65 for content, 0.86 for teaching-learning strategies, and 0.65% for evaluation and the construct validity was confirmed. In addition, based on Cronbach's alpha coefficients of components were, 0.78, 0.74, 0.81, and 0.71. And the reliability was confirmed.