Curriculum Approach

Each curriculum describes several and different approaches which reflect the
developer’s view of reality, philosophy, history, psychology, social issues, and the domains of
knowledge. For every approach, it expresses an orientation or perspective about curriculum
development which impacts on the design of the curriculum, the role of schools, administrators,
teachers, learners, curriculum specialists, and requirements for implementation and evaluation
such as instructional materials, equipment and facilities.

There are two classifications of Curriculum Approaches

1. Technical-Scientific Approach

2. Non-Technical/ Non-Scientific Approach

Technical-Scientific Approach

 It views curriculum development as something similar to engineering or architecture.

 The basis for the procedure is the scientific method which involves a logical step-by-step
procedure of problem solving.
 The procedure is guided by well-defined objectives which are formulated based on the
analysis of normative needs as defined by developmental and other psychological
theories, rather than individual needs and interests.
 It is a way of planning curricula to optimize students’ learning and to allow them to
increase their output.
 According to Ornstein and Hunkins, the roots of technical-scientific approach are found
in the turn of Twentieth Century when schools attempted to “adapt the principles of
bureaucracy to the methods that could be considered scientific.

Ralph Tyler

- a well-known proponent of the technical-scientific approach discussed four basic

principles in curriculum development in his book Basic Principles of Curriculum and Instruction
published in 1949.
Tyler stated his curriculum rationale in terms of four questions that, he argued, must be
answered in developing any curriculum and plan of instructions:

1. What educational purposes should the school seek to attain?

He proposes that educational objectives originate from three sources: studies of society,
studies of learning, and subject-matter specialists. These data systematically collected and
analyzed form the basis of initial objectives to be tested for their attainability and their efforts in
real curriculum situations. The tentative objectives from the three sources are filtered through
two screens: the school’s philosophy and knowledge of the psychology and learning, which
results in a final set of educational objectives.

2. What educational experiences can be provided that are likely to attain these purposes?

Criteria for selecting experiences; are they:

 Valid in light of the ways in which knowledge and skills will be applied in out-of-school
experiences?
 Possible in terms of time, staff expertise, facilities available within and outside of the
school, community expectations?
 Best in terms o students’ learning the content?
 Capable of allowing students to develop their thinking skills and rational powers?
 Capable of stimulating in students greater understanding of their own existence as
individuals and as a member of groups?
 Capable of nurturing in students openness to new experiences and a tolerance for
diversity?
 Capable of facilitating learning and motivate students to continue learning?
 Capable of allowing students to address their needs?
 Such that students can broaden their interests?
 Such that they will foster the total development of students in cognitive, affective,
psychomotor, social, and spiritual domains?

3. How can the educational experiences be organized?

Vertical vs. Horizontal Organization

Continuity – refers to the vertical reiteration of major curricular elements.

Sequence – refers to the experiences built upon preceding curricular elements but in more
detail.

Integration – unified view of things.

Generally, we arrange educational experiences from the easiest to hardest and from most
general to specific. (There is some evidence that this is not the best way to teach, that students
are more likely to learn if specific skills or topics are introduced first.)

4. How can we determine whether these purposes are being attained?

Evaluation is the process of determining to what extent the educational objectives are
being realized by the curriculum. Thus, according to Tyler, curriculum evaluation is the process
of matching initial expectations in the form of behavioural objectives with outcomes achieved by
the learner.

Behavioral-rational Approach

 It is the means-end approach which is logical and prescriptive.

 It clearly defines the why (objectives), what (content), how (method), when (sequence)
and how much (scope).
 It relies on technical and scientific principles and involves the preparation of a detail
plan, prescribing step-by-step strategies formulating curricula.
 Curricula developed through this approach become the actual blueprints which prescribe
the role of key figures in the educative process: students, teachers, administrators and
staff.

The behavioural-rational approach represented by Taba and Tyler models is the oldest
and yet still the more preferred approach by many educators.

Hilda Taba promotes the “bottom-up” or grass roots approach. She believed that
teachers should be involved in developing the curriculum.

1. Teacher identifies student needs.

2. Teacher specifies objective.
3. Content or subject matter is determined by objectives.
4. Teacher organizes content based on learner maturity, academic achievements, and interests.
5. Teacher selects instructional methods that will involve students.
6. Teacher organizes activities based on students needs.

7. Teachers and students evaluate.

Tyler developed his model in the late 1940s; it was the “top-down” approach.

1. By purposes, Tyler meant objectives – identified from subject matter, the learners, and
society.
2. The objectives were then filtered through two screens-the philosophy of the school and the
psychology of learning. This screening resulted in specific instructional objectives.
3. Educational experiences were based on the learner’s previous experience and their
perceptions brought to the situation.
4. Tyler believed that the experiences had to be organized as ideas, concepts, values, and
skills, and threaded throughout the curriculum.
5. Evaluation was important in determining program effectiveness.