Exam (elaborations)
CUS3701 ASSIGNMENT 03 YEAR MODULE 2023 (751497)
- Institution
- University Of South Africa (Unisa)
CUS3701 ASSIGNMENT 03 YEAR MODULE 2023
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FULL NAMES:STUDENT NUMBER:
UNIQUE NUMBER: 751497
MODULE CODE: CUS3701
MODULE NAME: CURRICULUM STUDIES
ASSIGNMENT: 03
DUE DATE: 27 JULY 2023
,QUESTION 1
1.1 A socio-constructivist's view, as exemplified by Lev Vygotsky, emphasizes the
significance of context in curriculum implementation. Vygotsky believed that learning
is a social and cultural process that occurs within specific social contexts. According
to him, individuals acquire knowledge and skills through social interactions and
collaborative activities with others. The impact of context on curriculum
implementation can be understood in the following ways:
Cultural and Social Factors: Vygotsky emphasized that cultural and social
factors shape an individual's development and learning. Different cultures and
societies have distinct values, beliefs, and norms that influence the content
and structure of the curriculum. The curriculum should be responsive to the
cultural and social context in which it is implemented, taking into account the
learners' background, experiences, and community practices.
Zone of Proximal Development (ZPD): Vygotsky introduced the concept of the
Zone of Proximal Development, which refers to the gap between what a
learner can do independently and what they can achieve with guidance or
assistance from a more knowledgeable other. The ZPD highlights the
importance of providing appropriate scaffolding and support within the
curriculum to help learners advance their understanding and skills. The
curriculum should consider the specific needs and abilities of learners in a
given context to facilitate their optimal development.
Collaborative Learning: Vygotsky emphasized the significance of social
interaction and collaboration in learning. Curriculum implementation should
create opportunities for learners to engage in collaborative activities, such as
group work, discussions, and peer-to-peer learning. These social interactions
enable learners to construct knowledge together, negotiate meaning, and
develop higher-order thinking skills. The curriculum should provide space for
such collaborative learning experiences within the context of the educational
setting.
Authentic Contexts: Vygotsky advocated for learning experiences that are
situated in authentic contexts, where learners can apply their knowledge and
, skills to real-world situations. The curriculum should integrate real-life
examples, problem-solving tasks, and hands-on activities that connect to
learners' lived experiences. By embedding learning within meaningful
contexts, curriculum implementation becomes more relevant and meaningful
to learners.
Regarding whether I agree with Vygotsky's view, I find his perspective on the impact
of context on curriculum implementation to be highly valid and valuable. The socio-
constructivist approach recognizes the importance of considering learners' cultural,
social, and cognitive development within the educational context. By embracing the
role of social interaction, collaboration, and authentic contexts, this perspective
aligns with contemporary understanding of effective teaching and learning practices.
Vygotsky's view acknowledges that learning is not an isolated process but rather a
dynamic interaction between learners, their social environment, and the curriculum. It
emphasizes the need for educators to design and implement curriculum in a way that
respects and responds to the specific context in which it is situated. By doing so,
educators can create meaningful learning experiences that foster students' cognitive,
social, and emotional development.
In summary, Vygotsky's socio-constructivist view of the impact of context on
curriculum implementation highlights the significance of cultural, social, and
collaborative factors. I agree with his view as it aligns with current educational
research and practice, emphasizing the importance of considering learners'
background, providing appropriate scaffolding, promoting collaborative learning, and
embedding learning within authentic contexts.
1.2 The key economic forces that drive the South African education system
One of the forces that drives our new education system is globalisation. Since South
Africa’s first democratic elections in 1994, we have re-entered the world economy,
which means that the economy of the country has to grow at a rate that is
comparable to the growth rates of countries in the rest of the world. But has this
happened? There are also global expectations in terms of skills and ways of thinking,
capacity to drive the economy, and performance of education systems and in
international tests, such as the Trends in International Mathematics and Science
Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS).
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