Building a Proposed Curriculum for "Curriculum Dramatization" Based on the Inquiry-Based Learning Strategy

Abstract

Abstract:
This research focuses on developing a curriculum for the subject of "Dramatization of Curricula" based on the inquiry-based learning strategy. The study is divided into four chapters. The first chapter outlines the research methodology, including a presentation of the research problem, which centers on the following question: What is the proposed curriculum for the subject of "Dramatization of Curricula" based on the inquiry-based learning strategy? The importance and necessity of this research are highlighted by its focus on the inquiry-based learning strategy as a modern approach to curriculum development. The research aims to develop a curriculum for the subject of "Dramatization of Curricula" based on this strategy. The study is limited to three parameters: time, place, and subject matter. The time frame is limited to the academic years 2024-2025, while the place of study is the University of Babylon, College of Fine Arts, Department of Art Education. The thematic scope of the study focused on developing a proposed curriculum for the course "Dramatization of Curricula" based on the inquiry-based learning strategy for fourth-year students in the Department of Art Education. Chapter Two comprised two sections: the first addressed the concept of curriculum, while the second discussed the inquiry-based learning strategy. The chapter concluded with indicators of the theoretical framework and a review of relevant previous studies.
"Chapter Three addressed the research procedures, where the researcher outlined the steps for developing the proposed curriculum. The process began with identifying the needs of both society and students as a fundamental starting point for deriving the objectives. Subsequently, the researcher formulated the general and behavioral objectives (cognitive and psychomotor). To ensure scientific rigor, a questionnaire was developed and presented to a panel of experts and specialists for validation. Based on their feedback and observations, the final version of the objectives was established. Following this, the developmental procedures were completed by selecting appropriate teaching methods and defining the content elements, instructional media, and accompanying activities, as well as learning resources, leading to the design of comprehensive evaluation methods for the curriculum finally, determining assessment methods. Chapter Four contained recommendations and suggestions. The researcher offered several recommendations and suggestions, along with a bibliography and a summary of the research in English.