CURRICULUM DEVELOPMENT

MODULE 1

LESSON 1. CONCEPTS, NATURE AND PURPOSES

OF CURRICULUM

Historical Foundations of Curriculum

Psychological Foundations of Education

Social Foundations of Education

Historical Foundations of Curriculum

Majority of scholars would place its

beginning in 1918 with the publication of

Franklin Bobbit’s book The curriculum.

Philippine education came about from

various foreign influences. The American

educational system has the greatest

influence on our educational system.

Curriculum Theorist and How They View Curriculum

from a Historical Perspective. (Presented

chronologically from the time of Franklin Bobbit

1676-1956 to Ralph W. Tyler 1902-1994)

1. Franklin Bobbit (1877-1956)

presented curriculum as a science that

emphasizes on students’ need

preparing students for adult life

objectives with corresponding activities should

be grouped and sequenced which can only be

done if instructional activities and tasks are

clarified

2. Werret Charters (1875-1952)

curriculum is a science giving emphasis on

students’ needs like of Bobbits’ view

listing of objectives should matched with

corresponding activities

ensures that the content or subject matter is

related to objectives

subject matter and activities are planned by the

teacher

3. William Kilpatrick ( 1871-1965)

purposeful activities which are child centered.

the purpose is child development and growth

project method wherein teacher and student

plan the activities

Develops social relationships and small group

instruction

4. Harold Rugg (1886-1960)

curriculum should develop the whole child

child-centered and should produce outcomes

emphasized social studies

teacher plans curriculum in advance

5. Hollis Caswell (1901-1989)

organized around social functions of themes,

organized knowledge and learner’s interest

curriculum is a set of experiences.

subject matter is developed around social

functions and learners’ interests.

6. Ralph Tyler (1902-1994)

a science and an extension of

school’s philosophy

It is based on students’ needs

and interest

It is always related to instruction

subject matter is organized in

terms of knowledge, skills and

values

the process emphasizes

problem solving

aims to educate generalists and

not specialists.

The historical development shows the

different changes in the purposes,

principles and content of the curriculum.

The different changes are influenced by

educational philosophy, psychology, and

pedagogical theories.

This implies that curriculum is ever

changing putting in knowledge and content

from many fields of disciplines.

DIFFERENCES IN EDUCATION DURING THE VARIOUS

HISTORICAL ERAS

Period Goal Focus Method Course of

Study

General

Characteristi

cs

Pre-

Hispa

nic

Era

Integration of individuals into the tribe

Custom

s and

traditio

n

Oral

Immersion

None Not formal;

community

-based; no

educationa

l system

Spani

sh Era

Spread of

christianity

Religio

n

Catechetical

instruction;

use of

corporal

punishment;

rote

memorizatio

Not

prescribe

d;

flexible;

not

centraliz

ed

No grade

level;

church-

based; no

educationa

l system

DIFFERENCES IN EDUCATION DURING THE VARIOUS

HISTORICAL ERAS

Period Goal Focus Method Course

of Study

General

Characterist

ics

American

Era

Spread of

Democracy

Academic

English

Language

and Literature

Democratic;

English

Language

and Literature

Prescribe

d;

uniform;

centralize

d

Formal;

structured;exis

tence of

existence of

an educational

system

Japanese

Era

Spread of

New Asian

Order

Principles of

the new order

Rote

memorization

; use of threat

and

punishment

Prescribe

d;

uniform,

centralize

d

Propaganda

tool;

repressively

anti-american

and anti-

British;

military-

backed

Psychological Foundations of Education

Psychology provides a basis for the teaching and learning process. Three groups of learning theories: behaviorism or association theories; cognitive- information processing theories and humanistic theorist (Ornstien & Hunkins, 2004).

1.Behaviorist Psychology

connectionism – Edward Thorndike and

influenced also Ralph Tyler and Hilda Taba (well-

known curricularist)

classical conditioning – Ivan Pavlov’s

operant conditioning – B.F. Skinner’s

modeling and observation theory –

Albert Bandura

Robert Gagne’s hierarchial learning or sets of behavior

and five learning outcomes became the classic

examples.

Five Learning Outcomes:

1. Intellectual skills or “knowing how” to categorize and use

symbols, forming concepts and problem solving

2. Information or “knowing what” knowledge about facts,

dates, and names;

3. Cognitive strategies or learning skills

4. Motor skills;

5. Attitudes, feelings and emotions learned through

experiences

The listed learning outcomes overlap with the domains

in the taxonomy of educational objectives which are

cognitive, affective and psychomotor.

To the behaviorist, learning should be organized in

order that students can experience success in the

process of mastering the subject matter.

The method is introduced in a step by step with proper

sequencing of task which is viewed by other

educational psychologist as simplistic and mechanical.

2. Cognitive Psychology

Focus their attention on how individuals process

information and how they monitor and manage

thinking.

Advocates of cognitive psychology are:

Jean Piaget –Cognitive Development stages

Lev Vygostky – Social constructivism

Howard Gardner – Multiple Intelligences

Felder and Silverman – Learning Styles

Daniel Goleman – Emotional Intelligences

To the cognitive theorist:

Learning constitutes a logical method

for organizing and interpreting

learning.

It is rooted in the tradition of subject

matter and is similar to the cognitive

development theory.

Teachers uses a lot of problem and

thinking skills which are exemplified by

practices like:

reflective thinking

creative thinking

intuitive thinking

discovery learning

3. Humanistic Psychology

Concerned with how learners can

develop their human potential

Humanist Psychologist:

Gestalt – theory wherein learning can

be explained in terms of the

wholeness of the problem and where

the environment is changing and the

learner is continuously reorganizing

his perceptions.

Abraham Maslow – theory of human

needs for self-actualizing person

Carl Roger – non-directive lives

Curriculum is concerned with the process not

products; personal needs not subject matter;

psychological meaning and environmental situations.

Humans are biological beings affected by their

biology and cultures. The psychological foundations

will help curriculum makers in nurturing a more

advanced, more comprehensive and complete

human learning.

Social Foundations of Education

Schools exist within the social context that affects and

shapes schools and their curricula. They educate the

society.

School curricula should address diversity, explosion of

knowledge, school reforms and education for all;

should reflect and preserve the culture of society and

its aspirations.

Society should also imbibe the changes brought about

by the formal institutions called school.

Influence of Society and Culture

a. inhibit change through traditions

b. rate and direction of change

c. correspond to social changes

d. apply pressure through societal demands

SOCIETAL CHANGES

science and technology improved communication change family roles population explosions social mobility value crisis subject matter related to events facilities/materials product of technology active participation of stakeholders accountability

Presented by:

Ma. Robina C. Tabug

TCP5 Curriculum Development

Summer 2015

Module 1 Lesson 1

Curriculum: Concepts, Nature and Purposes

Historical Foundations of Curriculum

Psychological Foundations of Education

Social Foundations of Education

By : Purita P. Bilbao, Ed.D

Dr. Jojo Sonio

Professor

THANK YOU