Module 1. Curriculum: Concepts, Nature and Purposes Lesson 1 Concepts, Nature and Purposes of Curriculum (original) (raw)
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Curriculum Theory: Characteristics And Functions
European Journal of Education Studies, 2020
This is a concept paper in education specifically about curriculum theory. Curriculum theory is a sub-theory of educational theory. Theories provide views about the world. They explain reality. The process of education in general and the field of curriculum in particular are embedded in theory. Teachers and other educators rely on theory in research about the school curriculum. Curriculum theory gives direction and guidance in the process of curriculum planning, development, implementation, supervision, evaluation among others. This concept paper delves on curriculum theory: Its definition, development, functions and characteristics. The paper also explains categories of curriculum theories and theorists. The issues discussed in this paper can trigger research in theory development and inform educationists and teachers in theory development and research in curriculum.
The Various Concepts of Curriculum and the Factors Involved in Curricula-making
—This paper aims at probing into the nature of curriculum by critically reviewing literature relevant to the term " curriculum. " The multiple definitions associated with the term are inductively presented in conceptualizations so as to clarify what are the curricular issues that teachers should be concerned about in the school context. This paper then argues for the need to consider a broader spectrum of " curriculum " that embraces the whole aspects in the curriculum development process, for example, objectives, content, methodology, and evaluation of students, especially when a curricular review or evaluation is undertaken.
Curriculum Theory and Practice By
2011
The idea of curriculum is hardly new but the way we understand and theorize it has altered over the years and there remains considerable dispute as to meaning. It has its origins in the running/chariot tracks of Greece. It was, literally, a course. In Latin curriculum was a racing chariot; currere was to run. A useful starting point for us here might be the definition offered by John Kerr and taken up by Vic Kelly in his standard work on the subject. Kerr defines curriculum as, 'All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. (quoted in Kelly 1983: 10; see also, Kelly 1999). This gives us some basis to move on and for the moment all we need to do is highlight two of the key features:
The Nature, Scope and Structure of Curriculum.
2019
Curriculum is a term in which has evolved with multitude of definitions over the the time. In this academic letter, it is attempted to analyze briefly, the nature, scope and the structure of this term through the analysis of ten definitions selected to glimpse the multi-faceted term- curriculum.
A. The Definition of Curriculum 1. Curriculum, or course, design is largely a "how-to-do-it" activity that involves the integration of knowledge from many of the areas in the field of Applied Linguistics, such as language acquisition research, teaching methodology, assessment, language description and materials production. (Macalister, 2010) 2. Curriculum is a social artefact. It is configured according to elements of a cultural heritage that are deened worthy of transmitting or communicating to a new generation of learners. (Hamilton, 1999) 3. Curriculum is a construct or concept, a verbalization of an extremely complex idea or set of ideas. (Olivia, 2012) 4. Curriculum indicated a plan to educate students, which means the curriculum is a part of the curriculum and the assessment scope contains curriculum components.
Curriculum design and Development
Curriculum is so wide when it is viewed from the realm of education. Curriculum is various based on the location, culture, social, needs, and implementation. It is the arrangement of what countries and or institutions need to manage the education system grounded on institution's goal and objectives. Actually, the philosophy of the curriculum tends to define achievement as the goal and it is more relevant to efforts as the objectives. Therefore, some definitions arise to be the description of the curriculum itself and they are not mistaken as long as the definition is not restrain from the fact that curriculum is a provisional set of achievement. According to Nichols, Shidaker, Johnson, & Singer (2006) that Curriculum is an area of education that is characterized by a lack of agreement about its definition and nature. According to Wortham (2006) that Curriculum is a planned set of course that is presented to teachers to arrange teaching and learning in certain level of ages.
Curriculum development is a local, regional, or state/provincial level process that student teachers often have difficulty comprehending . In their eyes, it is something undertaken by authorities (e.g., regional advisory committee members or school board writing teams) with years of experience in the school system. The expectation of the teacher candidates, often enough, is that they will learn how to teach and thereby become effective at transmitting the knowledge, skills, and attitudes associated with a particular subject or program. Education practitioners with years in the profession know differently. Successful practice in the classroom is inextricably linked to curriculum development-the everyday decisions about both what to teach and how to teach.