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1.5.

1 Rational-behaviour Approach
Rational behavioural approach was the earliest approach based on the opinions that originated from Bobbitt Charters up to Tyler and Taba. Nevertheless, it is still the main approach used in curriculum development. The approach follows a scientific and technical framework for curriculum development with the steps shown below:

Figure 1.7: Steps in the rational behavioural approach

a. Definition of aims and goals (objectives);

b. Selection and organisation of contents;

c. Selection and organisation of teaching and learning activities to achieve the goals and objectives stated; and

d. Selection of assessment process that will determine the achievement of the goals and objectives defined. Curriculum resulting from this approach is known as a measurable curriculum, that is, curriculum that can measure the success or failure of the objectives defined. Two examples of measurable learning outcomes are given in Figure 1.8.

Figure 1.8: Two examples of measurable learning objectives

1.5.2 Managerial-system Approach


This approach views schools as a social system whereby students, educators, curriculum experts and all those involved in curriculum development interact through certain norms and behaviours. Curriculum experts use this approach to plan curriculum in an organised way on the following aspects:

Programme;

Work schedule;

Space;

Materials;

Equipment;

Staff; and

Resources.

This approach takes into consideration the selection, organisation, supervision of those who are involved in the development of curriculum. Emphasis is given to collective processes, communication process, methods and leadership strategies, interpersonal relationships and the decision process. The approach is also a branch of the rational-behavioural approach. Therefore, it incorporates rational principles, but the behaviours of individuals concerned should not be an issue. The management aspect of this approach concentrates on supervision and administration, particularly the processes of organisation and implementation. Supporters of this approach are interested in the process of change and innovation, and how the formulators of curriculum and supervisors can assist in implementing these processes. The curriculum experts here are considered as adopters of curriculum and not as theorists. They are also considered as leaders to the educators (who themselves serve as change agents), resource personnel and facilitators. Curriculum developed by this approach also exhibits measurable curriculum and hence is classified as the technical-scientific approach.

1.5.3 Intellectual-academic Approach


Intellectual-academic approach is orientated towards knowledge, and is also a traditional approach, containing elements more like encyclopedias and summaries. This approach attempts to analyse and synthesise the main thoughts, patterns and concepts in curriculum. In addition, it is biased towards an approach that concerns history, philosophy and a little of sociology. The discussion on curriculum is normally centered on the academics and theory or the non-practical aspects; it also takes into consideration aspects on overall schooling, including studies on education. The intellectual-academic approach is based on the academic works of John Dewey, Henry Morrison and Boyd Bode. An analysis of their work shows that studies in the field of curriculum have increased in scope with its integration into issues related to teaching and learning methodology, counseling, evaluation, supervision and administration. The humanistic-aesthetic approach emphasises on: a. Requirement and interest of children to be considered during curriculum development;

b.

Informal curriculum and intangible ones (hidden) to be looked at; and

c.

Self-development of children not restricted to cognitive ability alone.

1.5.4 Humanistic-aesthetic Approach

In this approach, the use of overall human theories is given higher priority than behavioural theories and cognition during curriculum development. Music, arts, literature and health education are as important as other subjects like mathematics, sciences and other academic subjects.

Figure 1.9: Humanistic-aesthetic approach

Experts in curriculum who believe in this approach are confident that cooperative learning, self-directed learning, small group learning and social activities are better than competitive learning, teacher-centered teaching, learning in large groups, and teaching that only focuses on cognitive development. According to this approach, every child shares responsibilities with his parents, teachers, and curriculum experts in the curriculum planning. Nevertheless, academicians who claim higher order thinking skills such as problem solving, critical thinking, intellectual finding, and brainstorming, regard the humanistic-aesthetic approach to be of a minor approach.

ACTIVITY 1.2
Four approaches to curriculum have been discussed in this topic: 1. Rational-behavioural Approach

2.

Managerial-system Approach

3.

Intellectual-academic Approach

4.

Humanistic-aesthetic Approach

Which approach is being implemented in your school? Discuss.

EXERCISE 1.2
State the curriculum development approach concerned with the list below: a. Efforts to analyse and synthesise main thoughts, patterns and concepts in curriculum.

b.

It can measure whether the objectives defined can be achieved.

c.

This curriculum is based on the works of Dewey, Morison and Bode.

d.

Music, arts, literature, and health education are subjects of importance in this type of curriculum.

e.

Emphasis is on group processes, communication processes, methodologies and strategies, counselling and others.

SUMMARY

Teacher plays role as role model, guide, planner, developer of character, guide and etc.

Curriculum generally involves planning of the teaching and learning experience.

The definitions of curriculum grouped under three main approaches

There are three models of curriculum development Saylor et al. (1981), Unruh and Unruh (1984), Hunking (1998).

Curriculum approaches are grouped under technical-scientific and non-technical-non-scientific approach.

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