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Course Outline Curriculum Theories & Models

This 3 credit hour course at ALHAMD Islamic University focuses on curriculum theories and models. The 5 main objectives are to explain curriculum theory concepts, describe curriculum innovations, discuss educational change models, explain curriculum planning, and discuss curriculum theory studies. The course covers foundations of curriculum including historical, philosophical, psychological, and sociological foundations. It also examines the substance and derivation of curriculum theory, sources of theory, the basis for theory, and knowledge and the curriculum. The course further analyzes curriculum models including process, product, research, objective, and standards-based models. It discusses curriculum revision procedures and curriculum development in Pakistan involving various agencies.

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Muhammad Ishaq
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335 views3 pages

Course Outline Curriculum Theories & Models

This 3 credit hour course at ALHAMD Islamic University focuses on curriculum theories and models. The 5 main objectives are to explain curriculum theory concepts, describe curriculum innovations, discuss educational change models, explain curriculum planning, and discuss curriculum theory studies. The course covers foundations of curriculum including historical, philosophical, psychological, and sociological foundations. It also examines the substance and derivation of curriculum theory, sources of theory, the basis for theory, and knowledge and the curriculum. The course further analyzes curriculum models including process, product, research, objective, and standards-based models. It discusses curriculum revision procedures and curriculum development in Pakistan involving various agencies.

Uploaded by

Muhammad Ishaq
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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ALHAMD Islamic University

Department of Education

Title: Curriculum Theories and Models Credit hrs: 3

Course Code
Objectives (Learning outcomes)
At the end of course, the students will be able to:

1. Explain concept of Curriculum Theory


2. Describe the characteristics and design of curriculum innovations
3. Discuss models of educational change
4. Explain field curriculum planning
5. Discuss studies in curriculum theories and models

CONTENTS
Unit-1 Foundations of Curriculum
Historical Foundations
Philosophical Foundations
Psychological Foundations
Sociological Foundations
Economic Foundations

Unit-2 Curriculum Theory


Substance of a theory
Derivation of curriculum theory
Humanities
Natural sciences
Social sciences.
Design theories (models for curriculum design)
Engineering theories (models for curriculum development)

Unit-3 Sources of Curriculum Theory


Philosophical beliefs

Knowledge
Understanding of the world

Unit-4 Basis for Curriculum Theory


Scientific theory
General facts laws or hypothesis
Logic mathematical or empirical laws
Philosophical or humanistic theory

Unit-5 Curriculum Theory

Meaning & definition of curriculum theory.


Domain of curriculum theory.
Perceptions on curriculum theory
The nature of theory, the function of curriculum theory, Scientific theory & curriculum theory,
current theory in practice.

Unit-6 Knowledge & the Curriculum


What is Knowledge?
The nature of knowledge – philosophical perception
Sociological perspective
The form, & structure of knowledge in the curriculum

Unit-7 Curriculum Models

Components of curriculum model


Process model
Product model
Research model
Objective model
Standard based model

Unit-8 Revision of Curriculum

Protesting of curriculum
Procedures of Revision

Revision of curriculum for secondary classes in Pakistan

Unit-9 Curriculum Development in Pakistan

Various agencies involved in the process of curriculum development in Pakistan.


Provincial CRDC’s.
Bureau of curriculum development and research
Curriculum wing
HEC
Role of teacher in curriculum planning

REFERENCES
Applebee, Arthur N. (1996). Curriculum as Conversation: Transforming Traditions of Teaching and
Learning. Chicage, IL: The University of Chicage Press.
Doll, W., Jr. (1993). A post-modern perspective on curriculum (pp. 47-52). New York, NY:
Teachers College Press.
Duyilemi, B. O. (2000), Introducing and Understanding Curriculum Studies Ado-Ekiti, Selak
Educational Publishers
Ellsworth, Elizabeth (1997). Teaching Positions: Difference Pedagogy and the Power of Address.
New York. Teachers College.
Goodson, Ivor F., Peter W. Jr., and Persell, Carolyn H. (1997). The Changing Curriculum: Studies in
Social Constructivisn. New Yourk, NY: Peter Lang Publishing, Inc.
Kelly, A. V. (2004). The Curriculum theory and practice. Sage Publications London
Marsh, Colin J., and Willis, George (1999). Curriculum Alternative Approaches, Ongoing Issues,
Second Edition, Upper Saddler River, NJ: Merrill/Prentice Hall.
Ornstein, Allan C., and Hunkins, Francis, P. (1998). Curriculum Foundations, Principles and Issues,
Third Edition, Needham heights, M.A: Allyn & Bacon.
Stenhouse, L., (1975), An Introduction to Curriculum Research and Development, London:
Heinemann Educational Books Ltd

Toepfer, Conrad F, Jr. (1997). What Current Research Says to the Middle Level practitioner,
Columbur, OH: National Middle School Association.
Urevbu A., (2001) Curriculum Studies, London and Lagos, Juland Publishers
Walker, D. (1982). Curriculum theory is many things to many people. Theory into Practice, 21,
winter, pp. 62-65

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