Validation and Adaptation of a Brain-Centered Curriculum Model Emphasizing Interaction and Motivation in Secondary Education

The aim of this study is to validate and adapt a brain-centered curriculum model emphasizing interaction and motivation in secondary education. In the quantitative part of the research, the statistical population consists of teachers who employ brain-based teaching approaches. In the qualitative section, participants include experts and specialists. The purposive sampling method with theoretical saturation criteria was used, resulting in 10 interviews, and cluster sampling was utilized. For data analysis and investigating the simultaneous effects of general scales, statistical analysis using SPSS 24 and Smart PLS 4 was conducted. The findings indicated that curriculum design is influenced by four dimensions: objectives, content, teaching methods, and evaluation methods. The results of the structural equation model test showed that the variables of objectives, content, and evaluation methods have a positive and significant impact on interaction. The variables of objectives, content, evaluation methods, and teaching methods have a positive and significant effect on motivation. Additionally, teaching methods do not have a significant impact on interaction.