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PARADIGMS OF CURRICULUM DEVELOPMENT (THE INQUIRY PARADIGM Also known…
PARADIGMS OF CURRICULUM
DEVELOPMENT
TRADITIONAL PARADIGM
LIBERAL THEORY
LIBERAL THEORY
To help the leanrnera to develop a mind of to gain indepth information about what can be objectively experienced.
To have a mind that embraces truth, beauty, liberty, equality and justice
Content is made up of Literature, History, Mathematics, Philosophy and Science.
Teacher is the primary policymaker.
Opposed to detailed planning as well as prescriptive content and teaching methods
The Experiential theory
proposes that learners can acquire knowledge through experience
curriculum should consist of learning experiences rather than just academic content and behavioral skills
teaching is guided by departure points for like learners interest, perceived needs and concerns.
Proponents are opposed to the notion that curriculum as the source of knowledge
THE BEHAVIOURIST THEORY
Most popular and influential theory of the 20th century
Focuses on behaviour that can be observed objectively.
Main aim was for learners to acquire new behaviour in a particular learning context
Based on four questions
What are the educational purposes or objectives that learners need?
What are the educational epxperiences that learners require to attain the purposes?
How to organise and the learning experiences for effective learning and teaching
To evaluate whether the learning experience generated the intended result and whether it met with objectives of the curriculum.
THE INQUIRY PARADIGM
Also known as Socio-constructivism
Focuses on what is actually being carried out in schools.
Eclectic theory that stems from 2 older theories - Experiential theory and Behaviourist theory
Based on 4 principles teachers, subjects, learners and contect or environemnt
Learners should be taught how to construct their own knowledge that is meaningful and useful to them in their lives.
**How they learn is more important than what they learn.
THE CONSTRUCTIVIST THEORY
THE CRITICAL ENQUIRY THEORY
subject matter is interesting and exciting
Proposes that enough time should be given to teachers and learners to analyse problems such as those caused by inhumane treatment and inequalities as a result of discrimination
Learners qcquire information that compliment their needs
Moral values and ideologies are in through reading, discussions and writings