CURRICULUM MODELS/ORIENTATIONS

There are few popular curriculum models or orientations adopted by various education systems throughout the world such as : 1. Performance/competency-based curriculum (focus on performance/competency or skills) 2. Standards-based curriculum (focus on criteria/standard (KSA) 3. Process - based curriculum (focus on the process of teaching and learning) 4. Outcome -based curriculum (OBE) (focus on outcomes) 5. Problem -based curriculum (focus on problems) 6. Subject/discipline- based curriculum (focus on content) 7. Humanistic curriculum (focus on developing human potential) 8. Thinking curriculum (focus on developing thinking skills) 9. Integrated curriculum (focus on integration, holistic or unified approach) Different models based on certain philosophy/ideology/theory/belief system might have different orientations on the aims, objectives, selection and organization of content, skills and values/attitudes (KSA), as well as teaching, learning and assessment methods.

BASIC STEPS IN CURRICULUM DESIGN

There are at least 7 important steps in curriculum design : (discuss example of maths curriculum) 1. Situational analysis (educational philosophy) 2. Formulating aims, goals and specific objectives (learning outcomes) 3. Selecting content (areas -arithmetic, algebra, geometry etc) 4. Organizing content (depth, breadth, scope, balance, sequence etc) 5. Selecting learning experiences (teaching and learning activities based on learning theories such as behaviourism, cognitivism and humanism) 6. Organizing learning experiences (activities) 7. Evaluating (formative and summative) Three levels of curriculum: 1. Intended curriculum 2. Implemented curriculum 3. Attained curriculum

EPISTEMOLOGY OF KNOWLEDGE
How knowledge begins ? Examples: 1. Biology : The study of biology begins as a study of living things/ organisms (plants, human, animals, micro-organisms etc), their life processes as well their interactions with the environment. Biology can divided into few main areas such as botany, zoology, anatomy, genetics and ecology . 2. Chemistry : the study of chemistry begins as a study of the changes in matter (related to properties, structure, composition and reactions between atoms, ions, elements and substances) which are followed by changes in energy. Chemistry can be divided into few main areas such as bio chemistry, physical chemistry, organic and inorganic chemistry. 3. Physics : the study of physics begins as a study of natural phenomena and an attempts to explain it scientifically. Physics can be divided into two main areas ie classical physics (deals with matter, motion and energy ) and modern physics ( deals with atomic, nuclear, particle physics). 4. Mathematics : the study of mathematics begins as a study of numbers, shape and relations.

Mathematics can be divided into two main areas ie pure mathematics and applied mathematics. Mathematics developed as a body of knowledge and it can be seen from 4 perspectives : language, science, a way of thinking and as a tool for problem solving. 5. Technology : the study of technology begins with the application of science to practical human needs ( ie increase productivity, improve quality of life etc) in agriculture, engineering, manufacturing, transportation, communication, medicine etc. Discuss the importance of epistemology of knowledge in teaching and learning of science and mathematics.

DESIGN AND IMPLEMENTATION OF MATHEMATICS CURRICULUM

Synopsis : This course addresses issues and problems in designing and implementation of mathematics curriculum. The topics that will covered include : factors influencing curriculum design,various models used in curriculum design, several examples of mathematics curricula viewed in terms of contents, pedagogical and psychological aspects. Problems related to the implementation of a particular curriculum model. Curricular issues and studies on the effectiveness of the implementation of a mathematics curriculum.

Introduction : The word curriculum comes from a latin root meaning "racecource"- ie racecourse covered by students in their race toward the finish line (eg getting a diploma, degree, etc)

Concepts of the curriculum: 1. Curriculum as the program of studies and course content 2. Curriculum as a (written) plan for action ie plan which guides teaching/instruction 3. Curriculum as planned learning experiences 4. Curriculum as a structured series of intended learning outcomes Curriculum design most commonly refers to the arrangement of the main components or elements of a curriculum : 1. aims, goals, and objectives 2. subject matter or content 3. learning activities or experiences 4. evaluation and assessment

EPISTEMOLOGICAL, SOCIAL AND ETHICAL ISSUES IN SCIENCE AND TECHNOLOGY

Synopsis : This course is intended to enhance students' understanding of epistemological, social and ethical issues in science and technology. Brief history (including various definition of science) and philosophy of science and technology will be discussed . Students will be required to discuss critically the social and ethical implications of the advancement of science and technology to the society and their effects on the environment.

The relationships between science, technology and society (STS) and the role of education will be highlighted. Introduction: Philosophy can be generally defined as a study of the nature of being and thinking, and more specifically of the human experience in four main areas: 1. Logic - the study of formal structure of truthful arguments 2. Metaphysics - the study of nature of being or ultimate reality 3. epistemology - the theory of knowledge (TOK) 4. Ethics - the study of moral issues (good, right, choice, freedom, duty, obligation, values, etc) Epistemology ( from Greek word episteme means knowledge) is a branch of philosophy that inquires about the sources/origin of human knowledge (eg science - physics, chemistry,biology, mathematics, geography psychology, etc), the place of experience and reasoning in generating knowledge, the changing forms of knowledge that arise from new conceptualizations, its possible limits, and to what extent it can be certain( exact) or only probable, the question truth, meaning, objectivity, subjectivity, and scepticism.