ECS 210- Curriculum Theory and Practice

The four models include,

  • Curriculum as a body of knowledge to be transmitted
  • Curriculum as an attempt to achieve certain ends in students – Product
  • Curriculum as process
  • Curriculum as praxis

Each of these models have positives, but where there are positives, there are also negatives. For example, the curriculum as a body of knowledge to be transmitted model is very structured and organized but, some students do not like structure and may struggle to learn the material at the required pace. This could also be relevant to the curriculum as an attempt to achieve certain ends in students model because teachers are working to create the perfect student without really taking into consideration that all students learn differently. The curriculum as a process model is aimed more towards the students that learn by doing and is used in classes that are interactive like physical education. In this model there is more interaction between students and teachers but this model could also be seen as “slack” and students may not be getting the required work done. The same goes for the curriculum as praxis model, this model is a development of the process model and it gives students the chance to focus on themselves and to think critically.

In my own schooling, all of these models were present it just depended on the teacher and the class. Classes like math and science followed more of a Curriculum as a body of knowledge to be transmitted approach. This is because we were given a syllabus and we followed it front to back, The only thing that mattered was that we were doing the work and getting it done. In these classes, I guess you could say that the product method was also present, everything had to be done a certain way and if you like routine, that is fine, but more people like me that cannot learn by just sitting and listening, it is kind of difficult. In other classes like English, history, and phys. ed, my teachers were very interactive; they listened to the students opinions and we did more than just sit and follow a syllabus. So the praxis method was present in those classes.

 

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