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Which of the following is NOT considered a major philosophy in education?
Which of the following is NOT considered a major philosophy in education?
What is one of the primary functions of philosophy in curriculum development?
What is one of the primary functions of philosophy in curriculum development?
Which of the following elements is part of the curriculum as outlined in the content?
Which of the following elements is part of the curriculum as outlined in the content?
Which of these philosophies emphasizes individual choice and subjective experience in education?
Which of these philosophies emphasizes individual choice and subjective experience in education?
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According to the content, the relationship between philosophy and curriculum development is described as:
According to the content, the relationship between philosophy and curriculum development is described as:
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What does pragmatism emphasize regarding knowledge?
What does pragmatism emphasize regarding knowledge?
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What is the teacher's role in a pragmatist educational framework?
What is the teacher's role in a pragmatist educational framework?
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Which of the following best reflects the pragmatist approach to curriculum?
Which of the following best reflects the pragmatist approach to curriculum?
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How does pragmatism view the role of experience in learning?
How does pragmatism view the role of experience in learning?
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What is a key characteristic of the methods emphasized in pragmatism?
What is a key characteristic of the methods emphasized in pragmatism?
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What is a key factor leading to 'poor' or 'very poor' lessons taught by new teachers in secondary schools?
What is a key factor leading to 'poor' or 'very poor' lessons taught by new teachers in secondary schools?
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How does instructional planning benefit both teachers and students?
How does instructional planning benefit both teachers and students?
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Which stage of planning involves making decisions in the moment?
Which stage of planning involves making decisions in the moment?
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Which aspect should NOT be ignored when planning for instruction?
Which aspect should NOT be ignored when planning for instruction?
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What type of planning spans an entire year or semester?
What type of planning spans an entire year or semester?
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Which of the following is considered a key benefit of instructional planning for students?
Which of the following is considered a key benefit of instructional planning for students?
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What should long-range planning decisions be based on?
What should long-range planning decisions be based on?
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Which of the following does NOT pertain to after-instruction planning?
Which of the following does NOT pertain to after-instruction planning?
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What type of planning is focused on breaking a course into manageable units?
What type of planning is focused on breaking a course into manageable units?
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Which consideration is essential before starting instruction?
Which consideration is essential before starting instruction?
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What does the discipline design encourage students to recognize?
What does the discipline design encourage students to recognize?
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What is a primary characteristic of the broad fields design?
What is a primary characteristic of the broad fields design?
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In which educational level are learner-centered designs most commonly found?
In which educational level are learner-centered designs most commonly found?
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What challenge is associated with experience-centered design?
What challenge is associated with experience-centered design?
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Which domains do humanistic educators consider interconnected?
Which domains do humanistic educators consider interconnected?
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Which of the following best describes the focus of learner-centered designs?
Which of the following best describes the focus of learner-centered designs?
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What is a limitation of the experience-centered curriculum?
What is a limitation of the experience-centered curriculum?
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What do supporters of learner-centered designs primarily advocate for?
What do supporters of learner-centered designs primarily advocate for?
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Which term describes the process of assigning numerals to objects or events according to specific rules?
Which term describes the process of assigning numerals to objects or events according to specific rules?
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What is the primary focus of reliability in evaluation?
What is the primary focus of reliability in evaluation?
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What does the term 'validity' in the context of evaluation refer to?
What does the term 'validity' in the context of evaluation refer to?
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Which of the following best describes the definition of evaluation as presented?
Which of the following best describes the definition of evaluation as presented?
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What aspect of curriculum evaluation does Talmage's question of intrinsic value address?
What aspect of curriculum evaluation does Talmage's question of intrinsic value address?
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Which of the following is NOT a part of the evaluation process described?
Which of the following is NOT a part of the evaluation process described?
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In evaluation terminology, what does the term 'assessment' mainly involve?
In evaluation terminology, what does the term 'assessment' mainly involve?
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Which of the following is included in the definition of evaluation according to Reynolds et al.?
Which of the following is included in the definition of evaluation according to Reynolds et al.?
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What is the highest level in the Revised Bloom's Taxonomy?
What is the highest level in the Revised Bloom's Taxonomy?
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Which cognitive process is primarily associated with the ability to illustrate and identify concepts?
Which cognitive process is primarily associated with the ability to illustrate and identify concepts?
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In the context of cognitive objectives, which dimension refers specifically to subject-specific skills and algorithms?
In the context of cognitive objectives, which dimension refers specifically to subject-specific skills and algorithms?
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Which of the following cognitive processes involves the ability to differentiate between various elements?
Which of the following cognitive processes involves the ability to differentiate between various elements?
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Which cognitive process includes the actions of interpreting and paraphrasing information?
Which cognitive process includes the actions of interpreting and paraphrasing information?
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What type of knowledge encompasses awareness of one's own cognitive processes and learning strategies?
What type of knowledge encompasses awareness of one's own cognitive processes and learning strategies?
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Which of the following represents a key action in the cognitive process of Evaluating?
Which of the following represents a key action in the cognitive process of Evaluating?
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Which of these processes involves the creation of a new product or theory?
Which of these processes involves the creation of a new product or theory?
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Which level of the Revised Bloom's Taxonomy is primarily focused on recalling facts and basic concepts?
Which level of the Revised Bloom's Taxonomy is primarily focused on recalling facts and basic concepts?
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What is considered the second level of the Revised Bloom's Taxonomy?
What is considered the second level of the Revised Bloom's Taxonomy?
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Which of the following best describes the knowledge dimension that deals with principles and generalizations?
Which of the following best describes the knowledge dimension that deals with principles and generalizations?
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In Revised Bloom's Taxonomy, which process describes the ability to integrate and organize information?
In Revised Bloom's Taxonomy, which process describes the ability to integrate and organize information?
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Which cognitive process involves implementing a specific procedure or technique?
Which cognitive process involves implementing a specific procedure or technique?
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Which cognitive domain level includes skills such as summarizing and generalizing?
Which cognitive domain level includes skills such as summarizing and generalizing?
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Study Notes
MSE 236 Physics Teaching Curricula
- This course covers physics teaching curricula.
- The PowerPoint slides were prepared by Dr. Ali ERYILMAZ, Dr. Nilüfer DİDİŞ, M. Şahin BÜLBÜL, and Belkıs GARİP.
- The slides outline the elements of curriculum, relation of curriculum elements, and scope, sequence, continuity, integration, and balance of curriculum.
Elements (Basis) of the Curriculum
- Learners
- Teachers
- School environment
- Materials
- Values of society
- Learning methods
- Assessment
- Content
Relationship of Elements of the Curriculum
- Scope: "breadth of the curriculum at any level or any given time"
- Sequence: "Sequence is order of the topics over time"
- Continuity: "Smoothness or the absence of disruptions in the curriculum over time."
- Integration: "Integration is linking of all types of knowledge and experiences contained within the curriculum plan."
- Balance: educators are concerned that appropriate weight is given to each aspect of the design so that distortions do not occur. Students have opportunities to master knowledge and internalize it.
Taxonomies of Educational Objectives
- Cognitive domain (THINK): knowledge, comprehension, application, analysis, synthesis, and evaluation
- Affective domain (FEEL): receiving, responding, valuing, organizing, and characterizing by a value
- Psychomotor domain (DO): perception, set, guided response, mechanism, complex overt response, adaptation, and origination
Purpose and Function of Behavioural Objectives
- Guide for the teacher relative to the design of instruction
- Guide for the teacher for evaluation/test design
- Guide for the learner relative to learning focus
- Guide for the learner relative to self-assessment
- Statements of objectives tell others what we value
- Causes careful thinking about what is to be accomplished through instruction
- Helps relationship between teacher and learner
- Enhances possibility to create focused independent learning materials
- Makes teaching more directed and organized
- Communicates to colleagues what you are teaching
- Helps bridge the gap between vague, but relevant, and important, institutional goals and actual instruction
- Provides visibility and accountability of decisions
Why are Objectives Important?
- Selection of content
- Development of instructional strategy
- Development and selection of instructional materials
- Construction of tests for assessing and evaluating student learning outcomes
Dimensions of Instructional Objectives
- Mastery vs Developmental Outcomes
- Ultimate vs Immediate Objectives
- Single-course vs Multiple-course Objectives
Gagne's Groups of Learning Outcomes
- Verbal information
- Intellectual skills
- Cognitive strategies
- Motor skills
- Attitudes
Curriculum Development Process
- Stages of Planning: Before, During, After instruction
Curriculum Designs
- Subject-centered designs: Discipline Design, Broad Fields Design
- Learner-centered Designs: Experience-centered Design, Humanistic Design
- Problem-centered Designs: Core Design, Reconstructivist Design
Curriculum Implementation
- Implementation focuses on three factors: People, Programme, and Process.
- Factors affecting implementation: Characteristics of the change, Need and relevance of the change, Clarity, Complexity, Quality, Administrative support, In-service participation, and Motive
- Theory of Change
Curriculum Evaluation
- Evaluation is a cooperative activity involving students, teachers, evaluators, and consultants.
- Includes questions of intrinsic, instrumental, comparative, idealization, and decisional values.
- Evaluation Models: Single view vs Multiple view, Scientific model vs Value-bound model, Arm-chair evaluation
- Purpose of Evaluation in Education
References
- Provided in the document (pages 72, 196).
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Description
This quiz explores the relationship between philosophy and curriculum development, focusing on pragmatism and its role in education. Answer questions related to the major philosophical perspectives in education and their implications for curriculum design and teaching methods.
