Document Type : Research Paper
Author
Education department
Abstract
The purpose of this study is to prioritize the most important indicators and components of competency-based curriculum models. the most important issues in the field of curriculum is the design and presentation of competency-based curriculum model, so that many thinkers and researchers have theorized in this regard and have presented several models with different and sometimes common components and characteristics. Given the multiplicity of models presented with the breadth of features and components in each of them, identifying, evaluating and prioritizing these models in terms of better application and effectiveness is a very difficult task. Therefore, reviewing and prioritizing the most important characteristics of these patterns and identifying repetitive components that indicate the importance of that component can be very important.Therefore, in this study, using a comparative and descriptive-analytical approach to study, identify and evaluate the components of the four competency-based curriculum models proposed by Chadha (2006), Ryan (2011), Dilmore et al (2001) and Richards (2013). Findings showed that the most frequent and priority features and components in these patterns are the components of education, teaching methods and evaluation. Components such as examples of competency and the learning process are also in the next priority What was found from the research findings was that common and repetitive features and components have a higher determinant role than less repetitive components and features, so the use of repetitive components in future proposed models can have more favorable effects in the field of competency-based curriculum.
Highlights
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Keywords
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