1. The field of curriculum, is a 20th century development in education that
a. developed independently of schooling.
b. closely parallel the development of schooling.
c. is simple and clear.
d. did not involve any theory.
The field of curriculum developed in the 20th century in close associati...
1. The field of curriculum, is a 20th century development in education that
a. developed independently of schooling.
b. closely parallel the development of schooling.
c. is simple and clear.
d. did not involve any theory.
The field of curriculum developed in the 20th century in close association with the growth and development of schooling. As schools
became more widespread and formalized, educators and scholars began to pay greater attention to the content and organization of the
curriculum, leading to the development of a separate field of study focused on curriculum design and development. This field continues to
evolve and grow in response to changes in educational practices and societal needs.
,2. Peter Ramus was one if the earliest theorists to propose that curriculum
a. is not necessary in schools
b. is complex and interrelated
c. is a map of knowledge
d. is always constructivist
Peter Ramus was a 16th-century French philosopher and educational reformer who is known for his work on the organization of
knowledge. He proposed that knowledge should be organized into a clear and structured system, much like a map, and that this system
should form the basis of the curriculum taught in schools. He believed that by presenting knowledge in a logical and ordered way,
students would be able to learn more effectively and efficiently. This approach to curriculum design has influenced educational thinking
for centuries and is still relevant today.
3. The four curriculum approaches and perspectives studied in the prescribed textbook are:
a. constructivism, interpretivism, critical and structuralism
b. constructivism, critical, ideological and ontological
c. critical, post-structuralism, interpretivist and modernist
d. positivist, interpretivist, critical and post-structuralism
4. Curriculum knowledge represents
a. a particular selection from a range of possible choices on that subject
b. all knowledge on that subject
c. the latest knowledge on the subject
d. knowledge from Google and Wikipedia only
Curriculum knowledge represents a particular selection from a range of possible choices on a subject. It is not intended to be a
comprehensive or exhaustive representation of all knowledge on a subject. Rather, it is a deliberate and purposeful selection of
knowledge that is deemed to be most relevant, useful, and valuable for achieving the intended educational goals and objectives. The
selection of curriculum knowledge is shaped by a variety of factors, including societal values, educational policies, teacher expertise,
and student needs and interests.
, 5. Curriculum knowledge is typically and incorrectly presented as
a. the same as everyday knowledge
b. pre-existing and verified by experts
c. fallibile and changing
d. created by ordinary people
6. Pinar suggests that curriculum knowledge should be
a. presented as unchanging and verified
b. distant from students' own experiences
c. enabling and not alienating
d. as uninteresting as possible
Pinar suggests that curriculum knowledge should be enabling and not alienating to students. This means that curriculum should be
designed in a way that empowers students to engage with and make sense of the world around them, rather than presenting knowledge as
fixed and unchanging. Curriculum should also be designed in a way that is relevant and meaningful to students' own experiences and
interests, rather than being distant or disconnected from their lives. By doing so, students are more likely to be motivated and engaged in
their learning, which can lead to deeper and more meaningful learning outcomes.
7. The three kinds of curriculum policy according to Connolly and Connolly are
a. ontological, epistemological and axiological
b. flexible, inflexible and neutral
c. active, passive and orderly
d. formal, implicit and prudential
The three kinds of curriculum according to Connolly and Connolly are formal, implicit, and prudential. Formal policies refer to written
and official policies that are publicly available and enforceable. Implicit policies refer to policies that are not explicitly stated but are
implied or understood through the actions and behaviors of teachers, administrators, and other educational stakeholders. Prudential
policies refer to policies that are based on practical wisdom and experience, and are often informed by local contexts and values. By
understanding these different kinds of policy, educational stakeholders can better navigate and shape the educational landscape.
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