COURSE SUMMARY
Course Title: 
Knowledge and Curriculum
Course Code: 
18EDU511
Year Taught: 
2019
Semester: 
8
Degree: 
Integrated Degree
School: 
School of Arts and Sciences
Campus: 
Mysuru

'Knowledge and Curriculum' is a course offered at the School of Arts and Sciences, Amrita Vishwa Vidyapeetham, Mysuru campus.

On completion of the course, the student teacher will;

  1. Reflect on the nature and role of disciplinary knowledge. 
  2. Facilitate learner to construct knowledge through various disciplines.
  3. Analyze the nature of each discipline connected with the curriculum.
  4. Identify different disciplines connected with school education. 
  5. Investigate the emergence of each existing discipline in the school education. 
  6. Reflect on the nature and role of curriculum. 
  7. Explore the present status of disciplines in the school curriculum. 
  8. Analyze the modern societal demand for various disciplines. 
  9. Create interdisciplinary curriculum. 
  10. Analyse the different approaches to curriculum development. 
  11. Explain the learner, constructivist, activity based centered approaches. 
  12. Analyse modern concerns of curriculum. 
  13. Distinguish between knowledge and skill, teaching and skill - knowledge and information. 
  14. Identify various dimensions of the curriculum and their relationship with the aims of education.

Unit I: Knowledge and Disciplines

1.1 Knowledge – concept, nature, importance.
1.2 Distinction between – Knowledge and Wisdom, Knowledge and Skill, Knowledge and Information, Teaching and Training, Reason and Belief.
1.3 Discipline- concept, role, need.

Unit II: Knowledge resources accumulation

2.1 Knowledge generation- Modes - Activity ,Discussion – Dialogue
2.2 Impact of Modernization and democracy.
2.3 Modern Values – equity- equality- social justice- scientific temper- environment- dignity.
2.4 Concept of Nationalism, Universalism and Secularism and their relationship with education

Unit III: Nature importance and development of School Curriculum

3.1 Nature-Meaning and importance of Curriculum – Syllabus and distinction
3.2 Types of curriculum.
3.3 Approaches to curriculum development. -Subject centered, teacher centered, Learner centered, Dialogue centered, Activity based approaches.

Unit IV: Curriculum Construction

4.1 Principles and Components
4.2 Impact of policies in curriculum construction
4.3 Preparation of text books-children’s literature-teachers’ handbooks .

Unit V: Agencies of curriculum

5.1 Role of agencies in curriculum development- State and National level - DSERT, NCERT, CBSE, NCTE, UGC, NIEPA, and Universities.
5.2 Role of School formal agency..

  1. Critical analysis of existing curriculum at primary and secondary levels and their assessment.
  2. Revising curriculum based on global market needs.
  3. Teachers handbook its need and content.
  4. Different modes of knowledge generation.
  5. Subject-centered, learner- centered, activity centered.
  6. Constructivist approach to teaching.
  7. Hidden curriculum and its role
  8. Case studies of schools. (Curriculum)
  9. Observation in schools and other field visits.
  10. Panel or group discussion on issues in education.
  11. Recording of observations and experiences of various culture groups..
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  2. Passi B K, Becoming Better Teacher – Microteaching Approach, The center of advanced study in education, The M S University of Baroda.
  3. Dewey J (1993). How we think: a restatement of the relation of reflective thinking to the educative process. Chicago: Henry Regnery.
  4. Etuk E N et al. (2011). Constructivist Instructional Strategy. In Bulgarian Journal of Science and Education Policy, Vol 5, No. 1, 2011.
  5. Jonaseen D, Peck K L, Wilson B G, (1999). Learning with Technology: A Constructivist perspective. New Jersey; Prentice Hall.
  6. Von Glasersfeld E (1989), Cognition, Construction of knowledge and teaching synthesis. 80 (1), 121-140.
  7. Von Glasersfeld E (1990), Constructivism in education. In a Lewy (Ed.) The International Encyclopedia of curriculum. Oxford. Pergamon London: Falmer Press.
  8. Von Glasersfeld E (1996), Aspects of Constructivism. In C T Fosnot (Ed.), Constructivism: Theory, Perspectives and Practice. New York, N Y Teachers College Press, Columbia University.
  9. Vygotsky L S (1986). Thought and Language. Cambridge. Massachusetts. MIT press.
  10. Yager R (1999). The Constructivist Learning model, towards real reform in Science education. The Science Teacher 58 (60, 52-57)