Understanding Curriculum Development Models

Curriculum development is a complex process that involves planning, implementing, and evaluating educational programs. Various models exist to guide this process, often categorized based on their underlying philosophy and approach.

Models can broadly be classified into different types, including Technical-Scientific, Non-technical Non-Scientific, Cyclical, and Dynamic-Interactive models. The question asks to identify a model that falls under the Non-technical Non-Scientific category.

Technical-Scientific Curriculum Models

These models often follow a systematic, linear approach. They typically emphasize objectives, content selection based on objectives, methods, and evaluation. They are sometimes seen as being influenced by scientific management principles, aiming for efficiency and predictable outcomes. Examples often include models derived from or similar to Tyler's rationale.

Non-technical Non-Scientific Curriculum Models

These models are less linear and more flexible. They often focus on the learner, the learning process, or societal needs, rather than starting rigidly from predefined objectives in a step-by-step manner. They tend to be more humanistic, subjective, and less prescriptive. They may emphasize understanding social issues, personal development, or fostering democratic values.

Analyzing the Options

Let's look at the provided options in the context of these categories:

• Taba's Model: This is often considered a variation of the technical-scientific approach, specifically a "grass-roots" model. While starting with teachers (grass-roots), it follows a definite sequence: diagnosis of needs, formulation of objectives, selection of content, organization of content, selection of learning experiences, organization of learning experiences, and evaluation. This systematic nature aligns more with technical approaches.
• Hunkin’s Development model: This is a comprehensive, rational-planning model involving analysis, design, development, implementation, and evaluation stages. Its structured, sequential nature places it closer to the technical-scientific category.
• Goodlad's Model: This model focuses on different levels of curriculum decision-making (societal, institutional, instructional, experiential). It's a systematic framework for understanding how curriculum decisions are made and implemented, fitting within a technical or rational planning perspective.
• Open classroom Model: The concept of an open classroom is typically associated with progressive or humanistic education movements. It emphasizes flexibility, student choice, individualized learning paths, and a less structured environment compared to traditional classrooms. The curriculum is often emergent, negotiated, or tailored to individual students' interests and needs, rather than being a rigidly predetermined, scientifically designed package. This flexible, less structured, and human-centered approach aligns well with the characteristics of a Non-technical Non-Scientific model.

Identifying the Non-technical Non-Scientific Model

Based on the characteristics of the models, the Open classroom Model represents an approach to curriculum that is less rigid, less prescribed, and more focused on the learner and the dynamic interactions within the learning environment. It doesn't follow the strict, linear, objective-driven steps typical of technical-scientific models. Therefore, it fits the description of a Non-technical Non-Scientific curriculum development approach or model.

Revision Table: Curriculum Models Overview

Additional Information: Curriculum Approaches

Understanding the different philosophical approaches underlying curriculum development helps in categorizing the models. Some major approaches include:

• Subject-Centered Approach: Focuses on organized bodies of knowledge (disciplines).
• Learner-Centered Approach: Focuses on the needs, interests, and experiences of the students. The Open Classroom model aligns closely with this.
• Problem-Centered Approach: Focuses on societal problems, life situations, and concerns.
• Humanistic Approach: Emphasizes personal growth, self-actualization, and subjective experience. Often aligns with Non-technical models.
• Social Reconstructionism Approach: Sees curriculum as a tool for social change and addressing societal issues. Can sometimes align with Non-technical models focusing on societal needs.

Technical-Scientific models often stem from a rational, objective-driven view, while Non-technical Non-Scientific models often arise from humanistic, progressive, or social perspectives.