Conceptual Schema Design of Self-directed Learning-Based Curriculum with Inverted Approach

Developing learners with self-directed learning competencies is one of the important goals of education. Because self-directed learning is a process through which learners can develop their own knowledge, skills and interests in life.

the main purpose of this study was to present a self-directed learning-based curriculum model with an inverted approach that used theories research methodology to present a desirable curriculum model. The purpose of the research is to create theory and critique conceptual schemas that understand the fundamental nature and structure of curriculum phenomena and processes. In this regard, Using targeted sampling method 147 Farsi and 287 Latin sources have been used to design the curriculum schema based on the self-directed learning with an inverted approach.

After critiquing and analyzing conceptual schemas in the field of self-directed learning and syllabuses, both linear and nonlinear, and the important feature of the reversed curriculum, namely the out-of-classroom environment to the in-class environment, the appropriate schemas for optimal curriculum design. Selected and based on selected conceptual schemas in the field of self-directed learning and curriculum, the basic concepts and components were identified for designing the optimal curriculum.

Finally, based on the implications made, the characteristics and structural relationships of the elements of the self-directed learning curriculum with the inverse approach were also determined and finally the conceptual schema of the self-directed learning curriculum with the inverse approach was extracted.