Abstract

The present study aimed to reach curriculum components based on the situated cognition theory, which considers learning as situated and context-dependent case. this article obtained the four elements of the curriculum (intent, teaching and learning strategies; learning experiences and evaluation) based on this theory. The method is qualitative and synthesis method. Situated cognition theory and each elements of the curriculum were searched using indexed databases around the world since 1993, using the combination of Persian and English keywords. From 120 articles, level 1 and level 2 screening was carried out by performing the Gaff's six steps, and 40studies were selected. The Elo and Kyngas framework was used to analyze the data, and coding was done by determining semantic based on the Facione classification.
Findings By using the research synthesis method, 170 codes in 42 classes/categories were organized and goal components, teaching-learning strategies, learning experiences and evaluation were obtained. Based on the obtained components, 10 elements were obtained and the model was designed.
Conclusion: The findings provide a flexible curriculum framework with an emphasis on cultural characteristics and environmental considerations for education. This framework provides an opportunity for social activity that involves factors such as mind, body, interactions, and authentic situation.