Bases of curriculum

Development

Dr.Sowmya.H.S
Guest Faculty
DOS in Education
UOM
Epistemological bases :
 Epistemology is concerned with the nature of knowledge and knowing, and the
validity of knowledge claims (Zais, 2010).
 It also deals with the question of discovering the truth and
authenticity of knowledge as well as limits of knowledge.
 Recent developments in epistemology have now shifted from the belief that
knowledge is absolute and static to the current post-modern views, which
emphasize its continuous development and evolutionary nature. Therefore,
epistemology and curriculum are interrelated
 Forms of knowledge
 Explicit knowledge is formal, systematic and codified (Ni-ckols, 2000a) usually
digitized in form of documents such as books, and reports. Thus, it is articulated in
form of text that may contain specifications and scientific formulas. Explicit
knowledge is the most commonly used knowledge. It is used in routine teaching and
learning.
 Implicit knowledge is reflected in observable behaviour or even in performance of
tasks. It can be teased out from the individual’s performance by experts using task
analysis.
 Tacit knowledge refers to the knowledge that people have but is not written down.
Tacit knowledge is acquired as a result of individuals’ experience and some
individuals may not even be aware that they have this knowledge. The utility of tacit
knowledge is not as broad as that of explicit knowledge.
 Declarative knowledge refers to the ability to describe, interpret and explain how
to perform certain tasks. Declarative knowledge helps learners to develop
procedural knowledge. It is easy to validate, identify, transfer, and slow to acquire
as it requires interpretation of its acquisition process.
 Strategic knowledge is the ability to perceive the right time and the right reason
for doing things (Nickols, 2000b). Strategic knowledge is used when making
decisions.
 Conceptual knowledge refers to the manner in which one represents major
concepts in a system. It explains relationships and understandings of a system.
Conceptual knowledge involves making sensory observations, logical correlation
of data, abstractions, assimilations, problem- solving, reasonable judgement and
understanding of humans.
 Logical-mathematical knowledge involves quantification of
observations such as counting, measuring, precision and accurate
communicating of facts (Ree & Urmson, 2005). It is the ability to think
about objects or variables and existing relationships between them. It
is mainly applied in experimental and quantitative research.
 Physical knowledge refers to ability to demonstrate a clear
understanding of the physical properties of objects or events. Lovat
(2004) argues that physical knowledge is a good understanding of facts
and features such as size, shape, texture, weight, volume, and
dimensions. It enhances understanding of phenomena and predicting
emerging phenomena
 Procedural knowledge refers to understanding of how to carryout
procedures normally based on implicit memory or long-term memory
of specific skills and procedures (Nickols, 2000a). It denotes
knowledge of how to complete tasks.
 Semantic knowledge refers to highly organised knowledge found in long-term memory and
includes major concepts, vocabulary, facts and relationships (Ree & Urmson, 2005;
Wadsworth, 1989). It is also applied in new terms, concepts and facts that are established and
integrated into routine professional use.
 Practical-technical knowledge refers to what people know and can do (Clancey, 1997). It
includes the understanding of the structure of work activities in organizations. It is the
knowledge that individual use when deciding to take some action basing on their beliefs and
values. Practical-technical knowledge is learned on the job through experience and adaptation
to the working environment. The technical knowledge includes the ability to demonstrate the
expertise while performing the tasks. It requires technical analytical skills.
 Social knowledge involves the enhancement of cultural or social groups to come to agree by
convention. It is based on the belief that knowledge can be acquired through social interaction
especially when people engage into dialogue, conversation, copying, practicing, having
feelings and establishing connections and relationships with others. The senior professionals
influence the young ones who copy good practices as they grow into the profession.
 Structure of Discipline
 A discipline's structure usually refers to the organization of basic concepts and the
explanations of these concepts and principles, along with some insights and
generalizations within the discipline.
 Discipline-based curriculum. A model of curriculum in which content is divided into
separate and distinct subjects or disciplines, such as language, science, mathematics, and
social studies.
 A principle of the structure of disciplines curriculum approach is that topics are evolving
and not static. This allows each subject area to engage in research and study to grow
within the subject. A second principle relates to this research; each discipline must engage
in research and follow a discipline-specific model of inquiry. Thirdly, the structures of
discipline put forth that each learner develop a sense of multiple
models of scientific inquiry relating to multiple disciplines. This creates a soundness of
education across many fields of study and enables a learner to become expert in one or
many of the disciplines studied
 The structure of a discipline may vary depending on the
subject being taught, but usually will include three parts: a)the
organization of basic concepts. b) the definitions and
explanations of these concepts and c) principles.
 The structure of a discipline affects two things: 1) how
knowledge and ideas are related and interconnected, and 2)
how inquiries are carried out. All subject areas
have structures that reveal the ways their core ideas are
connected with one another.
 The Structure of Disciplines: Let's take a look at some of the
basic structures of the most common academic disciplines.

 Sciences are usually organized by naming, describing, classifying, and categorizing of patterns and
characteristics. Science also has the structure of designing research with the scientific method.
 Subcategories within the structure of sciences may include topics such as chemistry, biology, geology,
anatomy, astronomy, and physics. Around late elementary school, students begin working with the scientific
method to conduct their own scientific research.

 Mathematics are usually organized by gradually building the complexity of simpler concepts and expanding
them with broader mathematical principles, like the 3 fundamental concepts of commutation, distribution,
and association.
 Subcategories within the structure of math may include topics such as elementary math skills like basic
number sense and shape recognition, then step up to addition, subtraction, multiplication, and division.
These can eventually expand into algebra, geometry, calculus, and trigonometry. For students like Patrick,
the step up in difficulty and building in complexity of principles is like scoring points and leveling up in a
game.
Characteristics of different disciplines
 1. Body of specialised knowledge (subject matter)
 2.Every discipline has its own method and mode of inquiry.
 3.Every discipline has a history
 4.Every discipline has a language for communication of its own
 5.Integration of knowledge from most available sources.
 6. Has theories and concepts
 7. Specific terminology
 8. Specific object of research
 9. Definite methodology of research
 10. Institutional manifestation in form of subjects taught , professional organizations
Levels of understanding: The levels of
understanding framework is linked in with the systems-thinking
mindset that focuses on how things work. When we build a curriculum,
we have to carefully evaluate course objectives. In considering a
specific course, we also consider what we call the ‘appropriate level of
understanding’, what we expect students to achieve within the course.

Within the Cognitive Domain, Bloom defines 6 levels of intellectual behavior that are important for
understanding any discipline.
 Knowledge: Recall data or information. ...
 Comprehension: Understand the meaning of a problem, be able to translate
into own words. ...
 Application: Use a concept in a new situation. ...
 Analysis: ...
 Synthesis: ...
 Evaluation:
Thank you all