Document Type : Original Research Paper


1 Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Department of Educational Science, Shahid Rajaee Teacher Training University Tehran, Iran

3 Department of Educational Science, Kharazmi University, Tehran, Iran


Background and Objective:Reflecting on different societies and despite the claim of progress in the fields of education, technology, society, etc., there are still many problems in human relations, civil relations and inefficiency of individuals. With this explanation, the question arises as to whether various advances have not been able to be used in practice. Has the development of education and technology not been in the public and real interests of human beings? Is education not adapted to the needs of society? Have various developments not found operational ground? And perhaps there are many other questions that can be asked about this. But with a little care it can be seen that each of these factors is rooted in a major cause, and that is the type of education and educational goals. The widespread objection of educational theorists is that learners in traditional systems seldom have the opportunity to learn something in-depth through the transfer of subject matter. At the present time, however, efforts should be made to lay the foundation for children's intellectual skills in the very early years of childhood and to shape their personalities so that they can look to their future with an open, independent and selective attitude. To this end, all available potentials and facilities such as teachers, students, parents, peers, learning environment and community around the school should be used to provide the desired indicators as much as possible.
The goal of this article is about explain and analysis of project based curriculum. This study has considered rationale of project based learning in different aspects.
Methods: In attention to the main goal of research and also rational of curriculum that is defined based on its basics, principles, and messages, so the fivefold questions of research include how defined the philosophical, psychological, and social basics of project based learning and the same time it considered its message and principles. In order to reach to analyze and explain of above aim applied research syntheses in which selected, contextualized, and categorized researches related to project based learning with a regular method. In the next step selected 101 researches which had objective criteria, then based on syntheses principles, rethinking, data rearrangement presented combination of their findings.
Findings:Researcher with the help of research and with identifying of philosophical, psychological, and social basics of project based learning and drawing of message and principles of this kind of learning tried to analysis and explain rationale of project based curriculum.
Conclusion: A study of previous research has shown that a direct study of project-based learning has not been conducted in the form of a curriculum. Most project-based research has been in the fields of agriculture, architecture, or project management. Although it has been considered in a few cases in formal education, it has been studied more as a teaching method and has dealt with only one element and not the whole curriculum


Main Subjects

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