Innovation in Cognition and Conceptual Development of Null Curriculum

Document Type : Original Article

Authors

1 Assistant Professor of Educational sciences, Payam noor University, Tehran, Iran

2 , Department of Educational Science Shiraz University, Iran

Abstract

The Null curriculum is the most important concept in the curriculum that was first proposed by Eisner (1979). Eisner emphasized the omissions of the curriculum as the Null curriculum and ignored the rest of its dimensions. The purpose of this study was to identify the nature of the curriculum, types, dimensions, levels, and its consequences using the method of document research and study and analysis of research conducted in this field. The results of this study showed that the Null curriculum is a concept beyond the Null curriculum considered by Eisner, and in addition to the omissions of the curriculum, it includes items that, with their presence, create shortcomings in the education of learners. According to the new perspective, seven types of null curricula were identified: "neglected, omitted, demoded, distorted, sterilized, Overused and, prohibited were formed, which can occur intentionally or unintentionally during the design, implementation or learning of the curriculum. They cause defects and deficiencies in the field of learning the knowledge, value and skills required by learners and leave unpleasant personal and social effects and consequences.

Keywords

References

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Journal of Curriculum Studies
Volume 18, Issue 69 - Serial Number 69
با تمرکز بر فعالیت شاگردان در مدرسه
July 2023
Pages 37-68

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History

  • Receive Date: 24 October 2022
  • Revise Date: 28 July 2021
  • Accept Date: 06 April 2023

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