Curriculum Development Quiz

MSE 236 Physics Teaching Curricula

• The course is titled MSE 236 Physics Teaching Curricula
• It's taught by Dr. Ali Eryilmaz
• The instructor works in the Department of Secondary Science and Mathematics Education, at Middle East Technical University, Ankara
• The PowerPoint slides were prepared by Dr. Ali Eryilmaz, Dr. Nilüfer Didiş, M. Şahin Bülbül, and Belkıs Garip

Outline

• The outline includes Elements (basis) of curriculum and Relation of elements of curriculum

Elements (Basis) of the Curriculum

• Learners

• Teachers

• School environment

• Materials

• Values of society

• Learning methods

• Assessment

• Content

• The elements are illustrated in a figure, which shows the curriculum planning process involving goals and objectives, curriculum designing, curriculum implementation, and curriculum evaluation.

• The figure is taken from Saylor, Alexander, & Lewis, 1981 p.30

Relation of Elements of Curriculum

• Scope
• Sequence
• Continuity
• Integration (Articulation)
• Balance

Scope

• "breadth of the curriculum at any level or any given time" (Henson, 2001, p.199)
• "Scope consists of all the content, topics, learning experiences and organizing threads comprising the educational plan" (Ornstein & Hunkins, 1998, p.238)

Sequence

• "Sequence is order of the topics over time" (Henson, 2001, p.199)
• "Sequence is based on psychological principles draw on an understanding of and research on human growth, development, and learning." (Ornstein & Hunkins, 1998, p.239)
• Spiral curriculum: the same topics are revisited at a later date, sometimes at a higher grade level. (Henson, 2001, p.195-196)
• Sandwich courses: each topic is addressed at only one level, allowing sufficient time for in-depth study (Henson, 2001, p.196)

Continuity

• "Smoothness or the absence of disruptions in the curriculum over time" (Henson, 2001, p.200)
• Example curriculum disruptions are shown in a diagram (Henson, 2001, p.200)

Integration (Articulation)

• "Integration is linking of all types of knowledge and experiences contained within the curriculum plan" (Ornstein & Hunkins, 1998, p.240)
• Emphasizes a relationship among various content topics and themes involving all domains of knowledge. (Ornstein & Hunkins, 1998, p.240)

Balance

• Educators ensure appropriate weight to each aspect of the design to prevent distortions (Ornstein & Hunkins, 1998, p.242)
• In a balanced curriculum, students have opportunities to master and internalize knowledge & utilize it relevantly. (Ornstein & Hunkins, 1998, p.242)

SSME 301 Curriculum Development and Instruction in Science/Mathematics Education

• The course is titled SSME 301 Curriculum Development and Instruction in Science/Mathematics Education.
• It's a (3-0)3 credit course.
• It's taught by Dr. Ali Eryilmaz at Middle East Technical University, Ankara.

Outline of this week

• Purpose and Function of Behavioral Objectives
• Taxonomies of Educational Objectives (Cognitive, Affective, Psychomotor domains)
• How to write Behavioral Objectives
• Writing Educational Objectives for Physics Courses

Taxonomies of Educational Objectives

• General Objectives (Non-behavioral): not measurable and too broad
• Behavioral Objectives/Specific outcomes: observable and measurable statements of expected student behavior after instruction.

Various Alternative Names for "General Objectives"

• Intents
• Aims
• Competencies

Various Alternative Names for "Behavioral Objectives"

• Learning Objectives
• Outcomes
• Enabling Objectives
• Terminal Objectives
• Educational Objectives
• Curriculum Objectives
• Performance Objectives
• Operational Objectives
• Instructional Objectives
• Specific Objectives

Definitions/Characteristics of "Behavioral Objectives"

• Intended change in a learner (Popham et al., 1969)
• Statement of what students should be able to do as a consequence of instruction (Goodlad, in Popham et al., 1969)
• Formulations of learner changes brought about by the educative process (Bloom, 1956)
• Actions to be demonstrated at the end of a learning period by students who couldn't perform them before (Mager, 1962)
• Learners' intended proficiency before being deemed competent (Mager, 1975)

Purpose and Function of Behavioral Objectives

• Guide for teacher design of instruction and evaluation
• Clear learning focus and self-assessment guide for learners
• Provide structure for understanding valued learning outcomes
• Help to clear up the relationship between learners and teachers.
• Aid in creating focused independent learning materials.
• Enhance teaching and organization.

Why are Objectives Important

• Selecting content
• Developing instructional strategy
• Developing/selecting instructional materials
• Constructing tests and instruments for assessing and evaluating student learning outcomes

Magic Triangle

• A graphic shows the relationship among Objectives, Learning Activities, and Evaluation.

Dimensions of Instructional Objectives

• Mastery vs Developmental Outcomes
• Ultimate vs Immediate Objectives
• Single-course vs Multiple-course Objectives

Gagné's Groups of Learning Outcomes

• Verbal information
• Intellectual skills
• Cognitive strategies
• Motor skills
• Attitudes

Domains of Behavioral Objectives

• Cognitive Domain (THINK): Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
• Affective Domain (FEEL): Receiving, Responding, Valuing, Organizing, Characterization, by a value
• Psychomotor Domain (DO): Perception, Set, Guided Response, Mechanism, Complex Overt Response, Adaptation, Origination

Bloom's Taxonomy

• A hierarchical set of cognitive levels, progressing from simple to complex.
• The updated version of Bloom's taxonomy provides a similar structure to the original one, but reorganized by cognitive process dimension.

Taxonomies of Educational Objectives (Cognitive Domain)

• First systematic approach (1956, Benjamin Bloom)
• Six hierarchical levels of abstract mental processes and skills (2001, Anderson & Krathwohl)

Taxonomies of Educational Objectives (Affective Domain)

• By Krathwohl and coworkers (1964)
• Growth in feelings or emotional areas (Clark, 2009)

Taxonomies of Educational Objectives (Psychomotor Domain)

• By Simpson (1972)
• Development of physical skills requiring mind-body coordination
• Skills developed through repetitive practice measured in terms of speed, precision, distance, procedures, or execution techniques
• Perception
• Set
• Guided Response
• Mechanism
• Complex Overt Response
• Adaptation
• Origination

Characteristics of Effective Objectives

• Consistent with school's goals
• Clearly stated; realistic and doable; appropriate for learner development stage
• Worthy, complex outcomes; not regarded as only valuable output; cannot be treated as rigid

How to write Objectives

• Different formats
  • Mager format: (performance, conditions, criteria)
  • Gagné & Briggs format: (learning capabilities, action, condition)
  • ABCD format: (audience, behavior, conditions, degree)

Guidelines for Formulating Educational Objectives

• Matching
• Worth
• Wording
• Appropriateness
• Logical grouping
• Periodic revision

Do not state Objectives in terms of ...

• Teacher performance (e.g., teach pupils meaning of terms)
• Learning process (e.g., Pupil learns meaning of terms)
• Course content (e.g., Pupil studies geometric figures)
• Two objectives (e.g., Pupil knows and understands terms)

Determine which one is better

• Distinguishing between shapes, describing characters in a story, identifying parts of a flower/structure.

Analyzing the Objectives

• Various examples of analysing learning objectives are shown.

Writing Educational Objectives for Physics Courses

• Provides key verbs for cognitive, affective, and psychomotor domains.

Test your knowledge of curriculum concepts and elements with this quiz. Explore essential terms such as scope, continuity, and behavioral objectives, and their significance in educational planning. This is an essential exercise for educators and curriculum developers.