Identifying the Components of a Project-Based Curriculum Model in the Sixth Grade Work and Technology Course
Keywords:
Project-Based Curriculum, Work and Technology Course, Elementary Education, Thematic Analysis, Curriculum DesignAbstract
This study aimed to identify the key components of a project-based curriculum model for the sixth-grade Work and Technology course, emphasizing localization of essential curriculum elements within modern pedagogy. The research employed a qualitative methodology using thematic analysis. Fifteen curriculum and education experts were selected via purposive, criterion-based sampling. Data were collected through semi-structured interviews and analyzed following Braun and Clarke’s six-phase framework. The interview protocol was validated using the Content Validity Ratio (CVR), and data analysis was conducted with MAXQDA 2022 software. The results revealed ten core curriculum components: goals, content, teaching strategies, learning activities, teacher roles, student roles, learning resources, grouping, learning space, and assessment. Each component was associated with organizing and overarching themes that emphasized learner agency, contextualized knowledge, experience-based instruction, the teacher as a facilitator, and process-based assessment models. The extracted model offers a comprehensive framework for designing and implementing project-based curricula at the elementary level. By emphasizing authenticity, creativity, metacognition, and active student engagement, the model provides a practical link between educational objectives and learners’ real-life developmental needs.
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