The Curriculum As A System
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ScribdTranslationsThe Curriculum As A System
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ScribdTranslationsThe author of the book Curriculum Design shares some conceptions from other authors as well as his own
regarding the curriculum:
• The curriculum conceived as a set of courses or subjects: from the Middle Ages to the mid-19th century and
Currently, some teachers, although it may seem incredible, still use it. "Its primary purpose is to ensure
the transmission of universally accumulated culture to new generations" (Gamboa, 1993)
• The curriculum conceived as a set of experiences. This conception emerged in recent years, 'which is
characterized by being centered on the learning experiences that the student goes through, and that are integrative of everything
The educational process
The curriculum conceived as a system. "It is a set of elements or units.
interrelated, which in turn interact through different processes to achieve a common goal such as
it is the comprehensive training of the student" (Santivañez, 2007 p.20)
THE CURRICULUM CONCEIVED AS A SYSTEM
The curriculum according to this conception has five elements: profiles, capacities, contents, strategies, and evaluation.
all of which constitute a structure and develop through four processes which are as follows: Design
curriculum, curriculum implementation, curriculum execution, and curriculum evaluation.
The profiles answer the question 'who is the training aimed at?', they describe the characteristics of the subjects.
involved in educational actions both at the beginning and at the end of those actions. It is known as the profile of
graduate, ideal, basic, etc. Related to the Curriculum Design process. The product of the process is the ECB.
Basic Curriculum Structure
The capabilities respond to the question of what the educational action is for, expressing the intentionality of the teaching process.
learning. It is related to the process of curriculum implementation and has as a product of the process
execution of educational materials, the registration documents.
The content addresses the question of what is learned based on abilities; in general, they are organized
in areas, levels, cycles, courses or topics. They are selected according to pedagogical, psychological, and logical requirements.
and social. It relates to the process of Curriculum Development.
The strategies answer the question: How is learning accomplished? The strategies (of teaching and learning) determine the type of
experiences, conditions, and interactions that will be generated to achieve the student's learning. It is related to
the curriculum development process.
The evaluation, answers the question 'Which?', is made up of a set of techniques and instruments that allow us to
provide information about the level of achievement reached by the learners in relation to the skills. They help to
making decisions, improving work and overcoming learning. It relates to the process of curricular evaluation.
Santivañez adds that:
The conception of the curriculum as a system is of singular relevance because it allows the teacher to identify their
basic elements, recognize their manifestations when going through different processes and, fundamentally
conceptualizes the curriculum as something unfinished, dynamic, and of a structural nature. According to this conception, the curriculum
it manifests as a complex reality, where its guiding or instrumental elements go through various
processes of creation, experimentation, readjustment, and evaluation" (Santiváñez p.21).
Other definitions of curriculum formulated according to the conception of curriculum as a system:
The curriculum consists of the means to set in motion certain predetermined purposes of the school process...
each student has their own individual curriculum" (kung, 1971).
The curriculum consists of content, teaching methods, and purposes. These three dimensions interact.
constitute the operational curriculum"(Tyler, 1973)
The curriculum is a methodological resource that represents the relationships between a set of elements that
they are linked based on a specific explicit objective, which makes sense in terms of the
"historical contextuality that serves as a basis" (Guedez, 1989).
Curricular design is the process in which each of the elements of the curriculum is structured. Here it is defined and
they elaborate the curricular elements"”(Santivañez,2007 p.22). This process occurs with the preparation of the DCN in
our case.
The curricular implementation is acquired, produced, and set to operational conditions for all the
elements provided in the curricular design" (Santiváñez, 2007, p. 22). The product of this process is the materials
educational, documents, records, etc.
Curricular development occurs with the development of the curricular plan, carrying out the actions outlined in the design.
curricular. Didactic interactions are carried out, the curriculum is put into practice and is experienced or
(Santiváñez, 2007, p. 22). The product of this process is the set of didactic interactions and the climate
educational.
The evaluation refers to the obtaining of value judgments about the elements, processes, and product of the curriculum,
in order to improve the system"(Santiváñez,2007.p.22) The product is the assessment of the process elements and
products.
Anonymous. (2010). Curriculum – The curriculum how system. Extracted de:
http://maestrasinfronteras.blogspot.com/2010/10/curriculo-el-curriculo-concebido-como.html?m=
The curriculum conceived as a system is a set of interrelated elements or units, which in turn
They interact through different processes to achieve a common goal, which is the comprehensive training of the student.
Curricular approach as a system
There is a need to identify the main components:
Meta (individuals, society, …)
Student population (preschool, primary, ...)
Scope (national, district, local, ...)
Results in desired skills (habits, abilities, ...)
Modality (cognitive, affective, ... )
Emphasis on content (science, technology, ...)
Form of the contents (science, technology, …)
Form of instruction (frontal teaching, …)
Evaluation measures (formative, summative, …)
Evaluation paradigms (qualitative, quantitative, ...)
Dimensions of Evaluation (achievements, attitudes, ...)
Other components that can be added according to the conceptual approach and circumstances (social and
ecological aspects of the environment.
