Abstract
Curriculum can keep students engaged in the assignments, activities, learning, and practicing, supporting them in achieving their goals. Vygotsky’s constructivist theory and Piaget’s cognitive theory can support critical inquiry to make the curriculum support media education. Curriculum helps in establishing the social contacts of the teachers with students and the community, and establishes a good relationship between the teacher-students and student-peers in the classrooms. Critical inquiry means having an approved curriculum for students, checking the process of implementation by mobilizing the moves for them. This inquiry allows the teachers to make the teaching process more effective, useful, and applicable in the classrooms to create an innovative environment for students. This process enables learners to communicate with each other in their classes, discussing their ideas, plans, and thoughts. Concept interpretation revolves around the use of solid, logical, and empirical evidence to support learning in education. Conceptual development revolves around the improvement of education. Conceptual structure assessment is about building a structure, supporting diversity, and analyzing the details of each part of it. This is about analyzing, assessing, and checking the progress of the learners. The implication process is supported by using the transparent process of research to collect the data by interviewing participants, and the research revolves around qualitative methods, ethnography, open-ended ethnographical research questions, transcribed semi-structured interviews, and coded transcriptions are included in the process.
Presenters
Zartasha ShahArtist and a researcher, Art Education & Education, Self-Employment, Texas, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
CRITICAL INQUIRY, CONSTRUCTIVE THEORY, COGNITIVE THEORY, CURRICULUM, MEDIA EDUCATION
