Answers must be related to the current period of educational development, which is reflected in the concept, nature, and system of teaching in various specialized fields.
there is need of hour that research on the curriculum .in the changing world we should dap the various recommendations regarding the change of curriculum . it should be society and individual bases Mohammed Saleh Alajmi
A Science educator (Professor Vaughan Prain [Deakin University]) shared the following fundamental 14 research questions for Education in a talk to Honours students visiting us in 2014.
I still think that this is an excellent list of important questions (and in many cases 'wicked' issues) for researchers to grapple with in different disciplinary and national contexts.
1.What curricular content/processes should be taught/learnt this century, how and why?
2.Which divisions of labour between teachers and students optimize learning?
3.How much teacher design of tasks, how much freedom for student inquiry?
4.Which mediating tools, how and when, for different learners, different tasks?
5.Which physical/virtual settings optimize quality learning for different students over time?
6.Which theoretical perspective(s) for which purposes, for which insights?
7.What enables and constrains teacher change in practical knowledge and adaptation?
8.What gains in understandings/practices come from cross-disciplinary insights?
9.What disciplinary/generic practices promote higher-order reasoning/problem-solving?
10.How to theorize/enact multi-modal learning?
11.How to theorize/enact creative problem-solving?
12.What is evidence of quality learning and why?
13.What enables/constrains students experiencing their learning as personalized?
14.What are the implications for future curricular and school design?
What do others think of this list?
Considero muy importante el abordaje de la transposición didáctica en las investigaciones, centrando la atención en la noosfera y la vigilancia epistemológica. De modo tal que, los resultados de las investigaciones contribuyan a que la selección de contenidos y la estructuración de los programas de estudio, en la transposición externa (que toca el tema del currículo) responda efectiva y éticamente a las demandas sociales; y, que el saber enseñado/saber aprendido (que se concreta en el proceso enseñanza-aprendizaje) diste lo menos posible del saber sabio.
In the research points are based on Current problem and need of solving source must be addressed in field of curriculum
Dear Adam,
I think a good start would be to define the aim(s) of education and that would then help you consider how curriculum, pedagogy and even assessment can be aligned.
-For example, should the aims of education be human flourishing, that is to live well, help other live well and have autonomy over one's life? See this:
Article An aims-based curriculum illustrated by the teaching of scie...
-Should the aims of education be the development of powerful knowledge through strong disciplinary teaching rather than "knowledge of the powerful"?. See this.
http://www.shiftingthinking.org/wp-content/uploads/2009/10/1.1-Young.pdf
-Should education be about transformation of people and societies rather than reproduction of power and social structures? Look at Freire's, Mezirow and Stirling's work. Should education promote change through curriculum and teaching?
-I think we cannot escape these big questions even in current times when the spread of online teaching and learning following the pandemic has affected many things we do. I also believe that questions of social learning and the role of the teacher as the More Knowledgeable Other (Vygotsky) are shifting too.
Hope this helps.
La réflexion sur le curriculum est cruciale aujourd'hui : la remise en cause de certains acquis scientifiques et la pression sociale posent la question de la légitimité de ce qu'il faut enseigner.
En adjoignant à la notion de curriculum, celle des structures d'enseignement, le choix entre des parcours prédéfinis et des parcours à options construits par chaque élève/apprenant devient une problématique actuelle.
A good starting point would be to try to determine what is curriculum and what is didactics. The curriculum is a public policy when it is determined by the decision-making bodies that have the power, so one should limit very well what one wants to investigate, since the subject is extremely broad.
I think the main point is can every learner access to the curriculum objectives?
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