A Conceptual View of Curriculum – Coursework Example

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The paper “ A Conceptual View of Curriculum” is a cogent example of coursework on education. Let’ s begin with the definition of the curriculum; curriculum can be defined as a continuous process of teaching and learning. Curriculum goals and objectives include the expected outcome after learning and participating curriculum. According to some curriculum development experts that curriculum its self should ask students for evaluation, solution, and analysis rather than learn and understand. (Taba, 1962, p. 151)The development of an effective curriculum is a continuous, ongoing, and a cyclic process which is completed after many steps.

The process starts from the evaluation of an existing program to designing an improved and enhanced pattern and then implementing this program and then the process is repeated for the evaluation of this revised program. Planning, development, implementing, and evaluating are the components of curriculum development. (Perkins, 1999, p. 6-11)This program will take into consideration all the aspects, objectives, and goals that are to be achieved by developing a curriculum that is an ideal curriculum. After the Introduction development process of curriculum, goals, and objectives will be discussed and then all the issues associated with its implementation or enactment will be discussed.

Further, all the implications for learners will be considered. At the closing stage of this paper, we’ ll conduct a thorough assessment of curriculum worth and significance in our life. (Taba, 1962, p. 151)Objectives of Curriculum Development: The curriculum guide is a document designed for delineation of the philosophy of curriculum, its objectives, goals, all instructional resources, and assessments of factors and aspects that when put combine encompasses an effective educational program. The curriculum guide is a structured document that represents an articulation about the student’ s ability and knowledge at a particular level.

Additionally, it contains all the instructional resources for teacher to motivate them and also encourage them in achieving those targeted goals.

Reference

Byun, H. P., Hallett, K., and Essex, C. (2000) Supporting instructors in the creation of online distance education courses: lessons learned. Educational Technology, 40 (5), pp. 57--60.

Chou, C., and Sun, C. T. (1996) Constructing a cooperative distance learning system: the CORAL experience. Educational Technology Research and Development, 44 (4), pp. 71-84.

Cornell, R. (1999) Web-based courseware tools: where is the pedagogy? Educational Technology, 39 (3), 60--64.

Harrison, N., and Bergen, C. (2000) Some design strategies for developing an online course. Educational Technology, 40 (1), 57--60.

Perkins, D. (1999) The many faces of constructivism. Educational Leadership, 57 (3), 6--11.

Taba, H. (1962) Curriculum Development: Theory and Practice (New York: Harcourt Brace). 151-191

Tsai, C.-C. (1998) Science learning and constructivism. Curriculum and Teaching, 13 (1), 31-52.

Tsai, C.-C. (2001) The interpretation construction design model for teaching science and its applications to internet-based instruction in Taiwan. International Journal of Educational Development, 21 (5), 401--415.

Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction (Chicago: University of Chicago Press). 115-135.

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