Calculating Cognitive Dispersion of the curriculum

Abstract

The main objective of this study is to develop a technique to evaluate the cognitive dispersion that exists in the contents and subjects of the curricula. The problem perceived by the authors is that learning is difficult when students have a greater diversity of subjects in their daily classes, when there are too many subjects per course or curricular axis and when they have fewer hours/class per day, which probably represents them greater cognitive complexity due to the dispersion of the contents to be learned. The experience of the authors in the design of the curricula has implied assessing the cognitive dispersion of multiple cases and the role of academic planners in systematically avoiding it. This research collects the methodology and experience of other studies in various areas and applies them in order to obtain a Cognitive Dispersion Index that allows us to evaluate this aspect when designing the study programs.

A competency-based curricular framework for forestry professionals human development, and a sustainable environment

“…With this background we have the general regulations for the Curricular Framework, which reinforces the idea of maintaining the Curricular Alignment, as a methodology to develop curricular frameworks with coherent, congruent, pertinent curricula and subjects, which have as a consequence a more efficient learning, and with cognitive dispersion reduced to a minimum. (MUÑOZ-LÓPEZ et al, 2019).…”