Design and Validation of an Optimal Biology Curriculum Model for Upper Secondary Education Based on Phenomenological Identity
Keywords:
Model design, validation, biology curriculum, Ecker model, phenomenological identity in the second secondary school, Yeoman-Whitney testAbstract
Purpose: The study aimed to design and validate a comprehensive biology curriculum model for upper secondary education grounded in phenomenological identity.
Methodology: This research employed a developmental–applied approach using an exploratory mixed-methods design. In the qualitative phase, data were collected through semi-structured interviews with 30 specialists and biology teachers and analyzed using directed qualitative content analysis. In the quantitative phase, a researcher-made 54-item questionnaire was administered to 113 participants, and data were analyzed using the non-parametric Mann–Whitney U test.
Findings: Qualitative findings identified categories and subcategories aligned with the ten components of the Aker curriculum model, including logic, objectives, content, learning activities, teacher role, grouping, setting, time, resources, and evaluation. Quantitative results indicated no significant difference between the views of curriculum specialists and biology teachers regarding any component of the proposed model (sig > 0.05), demonstrating strong content validity, structural coherence, and practical applicability of the designed framework.
Conclusion: The proposed phenomenology-based curriculum model provides a valid and functional structure for biology education in upper secondary schools. It supports meaningful learning, fosters biological and scientific identity, enhances students’ lived experiences in learning environments, and aligns curriculum elements with real educational needs.
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Copyright (c) 2025 Hakimeh Hatami (Author); Hosein Baghaee; Seyyed Abdullah Hojjati (Author)
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