curriculum of school science pedagogy ppt

Curriculum of school science education

1. CURRICULUM OF SCHOOL SCIENCE CHAITRA H.V M.ED DEPT OF EDUCATION

2. GENERAL PRINCIPLE OF CURRICULAM CONSTRUCTION

3. Introduction According to the modern concept, curriculum-does not mean only the academic subjects, traditionally taught in schools but it includes the sum total of experiences that pupil receives through the manifold activities that go on in the school, in the classroom, library, laboratory, workshop, play-grounds and in the numerous informal contacts between teachers and pupils. In this sense, curriculum touches the life of the students at all points and help in the evolution of a balanced personality.

4. Meaning of curriculum The term curriculum has been derived from a Latin word ' Currere ' which means a 'race course' or a runway on which one runs to reach a goal. Accordingly, a curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression. Traditional concept-The traditional curriculum was subject centered while the modern curriculum is child and life-centered.

5. Definition of curriculum Cunningham – “Curriculum is a tool in the hands of the artist (teacher) to mould his material (pupils) according to his ideas (aims and objectives) in his studio (school)”. Morroe – “Curriculum includes all those activities which are utilized by the school to attain the aims of education. Froebel – “Curriculum should be conceived as an epitome of the rounded whole of the knowledge and experience of the human race.” Crow and Crow – The curriculum includes all the learners’ experience in or outside school that are included in a programme which has been devised to help him developmentally, emotionally, socially, spiritually and morally”. T.P. Nunn -“The curriculum should be viewed as various forms of activities that are grand expressions of human sprit and that are of the greatest and most permanent significance to the wide world”.

6. THE PRINCIPLE OF CHILD CENTEREDNESS Child learn from experience and activities. Needs of the child are satisfied and interest motivation is maintained. Educational activity should be meaningfully appropriate for the child for his all round development. Curriculum should be according to the needs, interests, capability , capacity, aptitudes, attitudes and abilities of the pupils of the particular age.

7. THE PRINCIPLE OF COMMUNITY CENTERDNESS Social needs and local needs of the learner should be taken into account Reflect the values of democracy, ethos and main concerns of the country. He should understand member of the community and try to solve them in a systematic way. Child should be in a position to face challenges.

8. ACTIVITY PRINCIPLES Curriculum must be full of activities. Should be a collection of experiences of practical activities, the student might learn with his personal efforts and experience. Child learn more from activities. It should be connected with the child’s desires and needs. Content brought through achieves because it creates interest and help in the physical and natural growth of the child. Activity range from play actives at the primary level to creative and constructive activities of the secondary level.

9. THE PRINCIPLE OF INTEGRATION Should integrate child’s activities and needs, on the other hand, the needs of 21 st century should be there. Cognitive, effective and psychomotor objective and abilities. Knowledge and experience. Objectives and content. Child activity and needs of the society.

10. FORWARD LOOKING PRINCIPLE Capability of adjustment in different circumstances of life. Equip him to face the challenges that come in his future life. Student may acquire to the ability to study real aspect of any situation. Quality of foresightedness.

11. CONSERVATIVE PRINCIPLE Cultivate a sense of respect for his traditions and culture. To know his past culture and traditions. Preserve the culture and traditions of the past should be these to that it is transmitted to next generation. RENEWAL PRINCIPLE Renew the culture to suit the requirement of the changing world.

12. MOTIVATION PRINCIPLE Intrinsic motivation is needed for a child to learn effectively. Interest and motivation will be developed of the child finds that the subjects in the curriculum will satisfy it. Therefore curriculum should be goal directed.

13. MATURITY PRINCIPLE The curriculum should be suited to the mental and physical development of the pupil.

14. THE PRINCIPLE OF PREPARATION FOR LIFE Student may prepare themselves for there future life.

15. THE PRESENCE OF ELASTICITY, FLEXIBILITY AND VARIETY Should not be rigid but should be flexible to suit the changing needs of the people and the society These should be precious to meet the needs of pupil with different taste, skills and intelligence. Broad based.

16. THE PRICIPLE OF COMPREHENSIVENESS A verity of subject to satisfy a variety of pupil of different communities should be there. Besides, the curriculum should be comprehensive to cater to the needs and total development of the child.

17. THE PRINCIPLE OF BALANCE Curriculum should maintain proper balance between the direct and indirect experiences.

18. THE PRINCIPLE OF UTILITY Curriculum should be of practical use to the pupil and hence should maintain vocational and technical base. Emphasis should be given to work experiences.