The Theoretical Framework of Curiosity-Based Curriculum Components and the Analysis of its Place in Upstream Documents of Iranian Education System

The purpose of this study was to identify the theoretical framework of the curiosity-based curriculum components and analyze its place in upstream documents of the education system. The research method used in this study is descriptive which consists of document analysis and content analysis and the approach is applied. The research population corpus of two sections; texts related to the curiosity-based curriculum and content of four upstream documents of the Iranian education system. Due to the nature of the subject, sampling has been neglected and the entire research corpus has been investigated. The measuring tools, catch form and content analysis log were developed by the researcher. The qualitative data and content analysis data were analyzed using descriptive indices in the Shannon entropy analytic process. The results of the study indicate that: 1.the theoretical framework of the curiosity-based curriculum could be formulated in ten components: open mindedness, exploration, learning passion, self-direction, motivation, creativity, innovation, participatory learning, questioning, spontaneity. In the handwritten documents (Twenty-year Vision Document, Comprehensive Country Map, Fundamental Transformation Document, and National Curriculum), curiosity-based curriculum component has been considered 366 times, with a high degree of creativity and a low degree of spontaneity. Among the documents studied, the highest importance factor was related to the national curriculum and the least to the country's comprehensive scientific map document.