That is, h who would talk about curriculum must do more than describe what’s going on; mny people want him to issue imperatives about what should be done. W should not forget that it is the scholars themselves who widely believe that theories are generally descriptive in nature. Tis is because situations like curriculum development can be thought of as dealing with cause-and-effect relationships or with flows of events in natural process, hnce the attribution of the scientific nature. Wen critics argue that it does not facilitate learning it simply for the reason that it does not spell out in great details what exactly is to be done.
Dscriptive theories can be used for prediction (given a causal event, pedict what effect it will have; o, gven one event in a process, pedict what event will likely occur next) or for explanation (given an effect that has occurred, eplain what must have caused it or preceded it). S how could we underestimate the descriptive theory’s importance to curriculum development? Te utility of this theory is significant to practitioners just in understanding how processes work but in generating - initiating, ientifying and supporting - other theories.
Fr example, crriculum design theories require different research methodologies from descriptive theories because in generate a design theory a theorist would require from descriptive approaches methods in explaining the effects that resulted from phenomena. Tis also brings us to the issue of evaluation. Athough there is no aspiration of a comprehensive evaluation, dscriptive tools are essential in examining the relationships within a curriculum model by way of exploration and validation of possibilities from available data and experiences.
Dscriptive definitions… attempt to inform us what happens when the planned curriculum is engaged. Tey provide “glimpses” of the curriculum in action, athough those glimpses are only occasionally based on systematic observation and empirical evidence from classrooms. Te curriculum, a was stressed by academicians, i a plan, aroadmap, aguide that must be followed in order for students to have optimum learning experiences. I is pre-made, wth some systems adopting uniform standards; hnce, i requires all the necessary variables in order to be effective. Te...
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