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    Non Technical, Non Scientific Approach

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    Jennifer L. Magboo-Oestar
    This document discusses scientific and non-scientific approaches to curriculum development. It provides examples of recognized models for each approach. The scientific approach presents a blueprint with defined goals, objectives and sequencing, using empirical methods. Non-scientific considers curriculum evolves rather than being precisely planned, emphasizing meaning and activity for students. It compares the approaches, noting scientific is objective and logical while non-scientific is subjective, personal and emphasizes learner over outputs.

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    Non Technical, Non Scientific Approach

    Uploaded by

    Jennifer L. Magboo-Oestar
    17K views10 pages
    This document discusses scientific and non-scientific approaches to curriculum development. It provides examples of recognized models for each approach. The scientific approach presents a blueprint with defined goals, objectives and sequencing, using empirical methods. Non-scientific considers curriculum evolves rather than being precisely planned, emphasizing meaning and activity for students. It compares the approaches, noting scientific is objective and logical while non-scientific is subjective, personal and emphasizes learner over outputs.

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    This is intended for Curriculum DEvelopment Subject.

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    This document discusses scientific and non-scientific approaches to curriculum development. It provides examples of recognized models for each approach. The scientific approach presents a blueprint with defined goals, objectives and sequencing, using empirical methods. Non-scientific considers curriculum evolves rather than being precisely planned, emphasizing meaning and activity for students. It compares the approaches, noting scientific is objective and logical while non-scientific is subjective, personal and emphasizes learner over outputs.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    17K views10 pages

    Non Technical, Non Scientific Approach

    Uploaded by

    Jennifer L. Magboo-Oestar
    This document discusses scientific and non-scientific approaches to curriculum development. It provides examples of recognized models for each approach. The scientific approach presents a blueprint with defined goals, objectives and sequencing, using empirical methods. Non-scientific considers curriculum evolves rather than being precisely planned, emphasizing meaning and activity for students. It compares the approaches, noting scientific is objective and logical while non-scientific is subjective, personal and emphasizes learner over outputs.

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    The passage discusses the technical/scientific and non-technical/non-scientific approaches to curriculum development, outlining their differences and providing examples of models for each.

    The technical/scientific approach is highly objective, universal and logical while the non-technical/non-scientific approach is more subjective, personal, aesthetic, heuristic and transactional. The technical approach also specifies objectives in a linear form while the non-technical emphasizes the learner and activity-oriented learning.

    Some recognized technical models mentioned are the Bobbit and Charters model, Ralph Tyler model, Hilda Taba Grassroots approach, and Backward Design model. The non-technical models mentioned are the Deliberation model, Allan Glatthorn Naturalistic model, and Post positivist-Post modern models.

    Ms. Jennifer L.

    Magboo MA- Educational Management

    OBJECTIVES
    Review on technical/ scientific approach and its sample models. Define what a non-scientific/ non -technical curriculum is. Give practical applications of non-technical/ non-scientific approach to curriculum. Compare and contrast scientific and nonscientific approaches. Share ones insights on the approaches to curriculum designs. Justify how non-scientific/ non technical approaches are injected in the present curriculum.

    APPROACHES TO CURRICULUM DEVELOPMENT

    1. Technical/ Scientific 2. Non Technical/

    Non Scientific

    REVIEW ON TECHNICAL/ SCIENTIFIC APPROACH


    Presents blueprint that includes goals, objectives, and step-bystep sequencing of content, activities, and learning outcomes.
    Use instruments and empirical methods in preparing a blueprint with well defined elements orderly-sequenced procedures, and quality control measures to increase the probability of success in its implementation.

    Most Recognized Technical-Scientific Models

    1. Models of Bobbit and Charters

    2. Ralph Tyler Model


    3. Hilda Taba Grassroots Approach 4. Backward Design Model

    NONTECHNICAL/ NONSCIENTIFIC APPROACH


    This approach considers that the curriculum evolves rather than being planned precisely. Subject matter has importance only if student can find meaning in it for himself or herself.

    Most Recognized Nontechnical-Nonscientific Models

    1. Deliberation Model 2. Allan Glatthorn: Naturalistic Model

    3. Post positivist- Post modern Models

    Comparison of Technical/Scientific and Non-Technical/Non-Scientific Curriculum Approaches


    TEHNICAL/ SCIENTIFIC APPROACH
    Highly objective, universal and logical Reality can be defined and represented in symbolic form Specified and addressed in linear form Rest in belief in rationality, objectivity and certainty

    NON TECHNICAL/ NON SCIENTIFIC APPROACH


    Subjective, personal, aesthetic, heuristic, and transactional Stress on learner rather than output Emphasizing activity-oriented approaches to learning Curriculum should evolve rather than precisely planned

    REFERENCES:
    Bilbao, Purita et al. Curriculum Development . Quezon City : Lorimar Pub., c2008. - vii, 221 p. Jones, Patrick. Special Curriculum Design Seminar. Curriculum Design Part 4: Curricular Models, Pedagogical Approaches, and Content. O Niell, Geraldine. Program Design: Overview of Curriculum Models. UCD Teaching and Learning Resources. Retrieved: August 16, 2012. http://www.ucd.ie/t4cms/ucdtlp00631.pdf

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