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Compare and contrast the various models of conceptual framework forcurriculum development

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402 views

Compare and contrast the various models of conceptual framework forcurriculum development

Uploaded by

memoonadilawarkhan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Compare and contrast the various models of conceptual framework forcurriculum development.

Suggest
a suitable model for Pakistan and givethe reason for its selection.

Answer:

There are several models of conceptual frameworks for curriculum development, each with its own
strengths and weaknesses. The choice of a suitable model depends on various factors, including the
educational context, goals, and needs of the specific country or region. Let's compare and contrast some
common models and then discuss a suitable model for Pakistan.

1. Tyler's Model:

 Developed by Ralph Tyler, this model is often called the "Tyler Rationale”.
 Emphasizes the importance of clear objectives, assessment, and alignment between objectives,
content, and evaluation.
 It is linear and goal-oriented, focusing on defining objectives, selecting content, organizing
experiences, and evaluating results.
 Strengths: Clarity, simplicity, and a strong focus on measurable outcomes.
 Weaknesses: May oversimplify the complex nature of education and neglect broader social and
cultural considerations.

2. Taba's Model:

 Developed by Hilda Taba, this model is more holistic and iterative.


 Encourages curriculum developers to consider the interests, experiences, and needs of students.
 The process involves diagnosing needs, formulating objectives, selecting content and methods,
organizing experiences, and evaluating.
 Strengths: Consideration of learner perspectives, adaptability, and flexibility.

Weaknesses: Lack of clear guidelines and potential for subjectivity in needs assessment.

3. Wheeler's Model:

 Developed by David Wheeler, this model adds a social perspective to curriculum development.
 Emphasizes the role of society and culture in shaping curriculum.
 Recognizes the importance of values, ethics, and societal influences on education.
 Strengths: Incorporates social context and values into curriculum development.
 Weaknesses: May not provide concrete steps for implementation.

4. Posner's Model:

 Developed by George Posner, this model is influenced by cognitive psychology.


 Focuses on the cognitive processes of learners and the need for meaningful learning
experiences.
 Emphasizes understanding and problem-solving.
 Strengths: Emphasis on cognitive development and critical thinking.
 Weaknesses: May not address other important aspects of education, such as social and
emotional development.

For Pakistan, a suitable model for curriculum development would ideally combine elements from these
models, considering the unique educational context and challenges faced by the country. Here's a
suggested approach:

**Suggested Model for Pakistan: An Integrative Model**

This model should draw from Tyler's focus on clear objectives and assessment, Taba's emphasis on
learner needs and interests, Wheeler's recognition of societal and cultural influences, and Posner's
attention to cognitive development. Here's the rationale for this choice:

1. **Clear Objectives and Assessment (Tyler):** Pakistan's education system could benefit from a clear
articulation of learning outcomes and a systematic approach to assessment to ensure accountability and
quality.

2. **Learner-Centered (Taba):** recognizing the diverse needs and interests of Pakistan’s student
population, a learner-centered approach ensures that curriculum development takes into account the
unique characteristics of students.

3. **Societal and Cultural Context (Wheeler):** Pakistan has a rich cultural and social heritage.
Incorporating these elements into the curriculum can help students better understand and engage with
their society.

4. **Cognitive Development (Posner):** Emphasizing critical thinking and problem-solving skills is


essential for preparing Pakistani students for the challenges of the modern world. Additionally, the
curriculum development process should be iterative, involving stakeholders, teachers, and experts from
various fields to ensure its relevance and effectiveness.

In conclusion, an integrative model that combines the strengths of Tyler, Taba, Wheeler, and Posner's
models would be suitable for Pakistan. This approach would consider the country's unique context while
aiming for clarity, learner-centeredness, cultural relevance, and cognitive development in the
curriculum.

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