KNOWLEDGE AND CURRICULUM

SHARDA UNIVERSITY
TOPIC :- KNOWLEDGE AND CURRICULUM
NAME :- MOURIPA DEB
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

OUTLINES OF THE PRESENTATION
 Meaning of knowledge
 Sources and types of knowledge
 Knowledge in relation to learning theories
 Knowledge in reference to Bloom
 Meaning of curriculum
 Elements of Curriculum
 Foundation of curriculum Planning
 Curriculum Development Cycle
 Overview of national curriculum

MEANING OF KNOWLEDGE
Knowledge is broader, deeper and rich than
information.
facts, information, and skills acquired through
experience or education; the theoretical or
practical understanding of a subject.
awareness or familiarity gained by experience of a
fact orsituation

SOURCES OF KNOWLEDGE

SOURCES OF KNOWLEDGE
perception
• Our perception faculties are our five senses; sight, touch, hearing, smelling and tasting.
Introspection
• Through introspection, one knows what mental state one is in, whether one is thirsty, tired, excited and depress.
Memory
• Memory is the capacity to retain knowledge acquired in the past. What one remember, through, need not be a pastevent.
Reason
• Some believes could appear to be justify solely by the use of lesson justification of that ifsaid to be a prior to any kindof experience.
Testimony
• To acquire knowledge throughtestimony is to come to know on the basis of someone else’s knowledge.

Types Of Knowledge
Factual Knowledge:
ability to know fact
Knowledge is refers to what we do with
information and how we make meaning from it
Conceptual Knowledge: ability to
conceptualize the actions

Procedural Knowledge: Knowing how to perform
action
Analytical Knowledge: abilityto analyse the
action
Conditional knowledge: knowingthe ways and
purpose ofknowledge
Meta-Cognitive Knowledge:ability to monitor,
regulate, control and organize our own mental
activities

WHAT IS CURRICULUM
Curriculum simply means `a course of study.'
A term widely used by educators, content knowledge
refers to the body of information that teachers teachand
that students are expected to learn in a givensubject
The future of human value is dictated by where the valuable
knowledge lies. If it is in our systems, humans lose. If it is
in our heads, humans win.

Foundations of Curriculum Planning
1. Social Forces
2. The Treatment of Knowledge
3. Human growth & development
4. Learning as a process
5. Technology

FUNCTION IN CURRICULUM
 Revealed knowledge provides
curriculum developer foundation
for setting aims, goals and
objectives of education system
upon which the whole system
work. This type of knowledge
clarifies philosophical aspect of
curriculum as every religion
possesses different philosophy
depending upon their belief
system.

KNOWLEDGE IN REFERENCE TO
BLOOM
Objectives are more
detailed and SMART
Audience, behavior,
conditions, degree
In cognitive, affective,
and psychomotor
domains
Assessments should be
written from objectives

EIGHT COMMON
CURRICULUM DESIGN
1. Content-based instruction
purpose: knowledge, acquisition
activity: facts, data, and representative form
2. Shell Based Instruction
purpose: process and manipulation activity: practice, ordering application
3.Inquiry Approach purpose: awareness, interest activity:
unknown, sampling
4.Conceptual Learning purpose: understanding activity: big
ideas, familiarity

EIGHT COMMON CURRICULUM DESIGN
5.Interdisciplinary Learning purpose: making connection activity:
application
6.Cooperative Learning purpose: coordinating social skills activity:
group work
7.Problem Solving purpose: apply skills activity: current
events
8.Critical and Creative Thinking purpose: construction of new forms
activity: model building, imagination

CONCLUSION
 teacher it is important to recognise our own
epistemology and ideology, and how these impact on
curricula and pedagogy.
Asa student it is important how the way
we understand what knowledge is and how
itis
constructed can impact on the approach we takethe
learning.
Knowledge gives students some things to think a lot.

REFERENCES
Bilbao, P. P., Lucido, P. I., Iringan, T. C., and R. B. Javier (2008). Curriculum
development. Philippines:
Lorimar Publishing, Inc
Grundy, S. (1987) Curriculum: Product or Praxis, Lewes: Falmer. 209 +ix pages. Good
discussion of the nature of curriculum theory.
https://en.wikipedia.org/wiki/Curriculum
https://books.google.com/books?id=qILGb7xcXFIC&pg=PA13
http//:www.pholosophy basics .com. Retrieved on 25March, 2016.
http//:www.wikibooks .org.com. Retrieved on 25March, 2016.
http//:www.blog udemy /types of knowledge. Com. Retrieved on 26 March, 2016.
http//:www. Theory of knowledge.info.com. Retrieved on 26 March, 2016.

Anderson, C. (2007) The End of Theory: The Data Deluge Makes the Scientific Method Obsolete
Wired Magazine, 16:07
Castells, M. (2000)The Rise of the Network Society Oxford: Blackwell
Davidson, H.A. (1992) Al-Farabi, Avicenna and Averroes on Intellect, London: Oxford University Press
Davidson, H.A. (1992) Al-Farabi, Avicenna and Averroes on Intellect, London: Oxford University Pres
REFERENCES

THANK YOU

KNOWLEDGE AND CURRICULUM

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