What are the Reflective Approaches of Curriculum?

Reflective Approaches of Curriculum

There are different approaches that are helpful in organizing the curriculum.

Some of them are:

1. Integrated approach:

Before knowing this approach, we have to understand conceptual approach. In activities a child gets the opportunity to touch, feel, taste, handle, smell and so on. There result in percepts. Percepts develop from impressions of awareness of sensations caused by an environmental stimulus which requires little interpretation. Percepts are primary factors in thinking which often initiate train of though.

When percepts are recalled at some later time without the use of external stimuli, the memories and images are already forme. The percepts in the form of images and memories develop into greater abstractions called concepts. The concepts is usually organised as a result of many related sensations, percepts and images with verbal symbols incorporated.

If the child has distinguished apple form other fruits, he has applied the word apple to a group of ideas which include the image and memories develop into greater abstractions called concepts. The concepts are usually organised as a result of many related sensations percepts and images with verbal symbol incorporated.

If the child has distinguished apple from other fruits, he has applied the word apple to a group of ideas which include the image and memories in the form of shape, colour, size etc. of the apple and the has developed a concept.

In the concept formation there is an ascending level of abstraction of words for the concepts that emerge. For example, a simple observation of salt as it exits and its further related experiences lead to concept formation of higher ideas cells, molecules etc. Thus it is clear that in the conceptual approach of science learning, the child understands through sensory-motor experiences. The teacher will do well to expose the child to practical activities which can give these experiences.

Now when we teach Science, we teach concepts and process both. If we teach temperature, we also how to measure temperature by a thermometer i.e., we also teach how to find out weight of a body by spring balance, i.e., we teach weighing by spring balance or reading scale of spring balance.

Here weight is a concept and processes. Hence we use both the approaches conceptual approach and process approach together i.e. at primary level we teach science by integrated approach. Conceptual Approach involves Child Centred Approach and Process Approach involves Teacher Centred Approach. Thus using both the approaches together is Integrated Approach for teaching Sciences.

2. Process Approach:

The word Process is synonymous with Scientific method. The classical pattern of Scientific method includes processes of observation, hypotheses, testing. Collecting data and reaching conclusion. It should be understood that there is no need to precisely follow this pattern in a neccesarily ordered form.

In the process approach, the child adopts its own method, give a problem and the opportunity to explore, the child will discover a need for certain processes. The processes involve different actions which are later on linked to arrive at a logical conclusion.

The process approaches has certain skills considered important in Science. The processes which might be incorporated into each activity are listed below:

a. Controlling variables:

Testing the effects of one variable at a time to find the answer to a question.

b. Interpreting Data:

Arranging of grouping information, data of principles so as to describe or explain a phenomenon.

c. Defining operationally:

Defining on the basis of observation in own words.

d. Predicting:

Suggesting the outcome of further observation and testing based on preliminary observation.

e. Communicating:

Giving complete and precise information in the clearer form.

f. Using space:

Time relationship – Recognise specified objects in relation to other within a specified time.

g. Classifying:

Arranging into groups according to similarities and differences.

h. Measuring:

Likely determination of length, weight or volume etc.

3. Concentric Approach:

In this approach the topics will find a place in different classes of different years of a course in a progressive manner. The content will be included from simple to complex as the pupils understand the content according to capabilities that present in chronological and mental ages. The organization of curriculum using concretic approach is useful in primary and secondary school levels.

4. Topical Approaches:

Topical arrangement means that a topic should be finishes entirely at one stage. It takes the topic as a unit. Topical arrangement requires that easy and difficult portions of a topic should be dealt with one stage only which is psychological.

In this system the topic which is dealt with earlier receives no attention later and so there is every likelihood of its being forgotten. The main defect in the topical method is that it introduces in the curriculum a largeness of irrelevant material for which the pupil finds no time and no immediate need or the use of which cannot be appreciated by the pupil at the stage.

They are introduced with a view to make the teaching of the topic complete and through. Hence topical method demands that a topic once taken should be finished in its entirely. This is not more useful for lower classes.