Final Tips: DO NOT COPY THIS IT’S JUST THE CONTENT OF THE
ASSIGNMENT TO GUARANTEE 100% PASS
Use in-text citations throughout your assignment.
Ensure your language is formal, analytical, and critical.
Maintain clarity and coherence, with logical flow between sections.
Proofread thoroughly for grammatical correctness.
Question 1: Curriculum Approaches
Introduction
Curriculum approaches serve as conceptual frameworks that inform how
educators design and implement teaching and learning experiences. They
shape the nature of instruction, assessment, and learner engagement,
ultimately influencing educational outcomes. Among these, the learner-
centred approach by Lawrence Stenhouse and the behavioural approach by
John Bobbitt represent contrasting paradigms. While the former emphasizes
active participation and critical thinking, the latter focuses on observable
behaviors and mastery through structured reinforcement. Comparing these
approaches provides insight into their theoretical foundations, practical
implications, and relevance to contemporary education.
1.1 Theoretical Foundations
The learner-centred approach championed by Lawrence Stenhouse (1975) is
rooted in constructivist theories of learning, heavily influenced by the work of
Jean Piaget and John Dewey. It posits that learners are active agents in their
own knowledge construction, emphasizing meaning-making, reflection, and
the development of critical thinking skills. Stenhouse advocated for a flexible
curriculum that responds to learners’ interests, prior knowledge, and societal
contexts, emphasizing that learning is a dynamic, contextual process. This
approach aligns with the principles of inquiry-based learning, where the
teacher acts as a facilitator rather than a mere transmitter of knowledge
(Stenhouse, 1975).
In contrast, the behavioural approach of John Bobbitt (1913) is grounded in
behaviorist psychology, primarily influenced by B.F. Skinner’s operant
, conditioning theory. It emphasizes observable behaviors and the use of
reinforcement and punishment to shape learner responses. The curriculum is
systematic, focusing on clearly defined objectives, repetitive practice, and
measurable outcomes. Bobbitt believed that instruction should be precise,
standardized, and controlled to ensure the mastery of skills and knowledge,
often employing drills, reinforcement schedules, and immediate feedback
(Bobbitt, 1918). This approach assumes that learning is a result of stimulus-
response associations, with less emphasis on internal cognitive processes.
Critical Reflection: The theoretical divergence lies in the view of the learner:
active constructor versus passive responder. Stenhouse’s approach
emphasizes the social, cultural, and individual contexts shaping learning,
promoting autonomy and critical thinking. Bobbitt’s approach views learners
as recipients of predetermined behaviors, emphasizing efficiency,
predictability, and measurable skills. Both approaches have their strengths
and limitations; understanding these foundations informs how they are applied
in practice.
1.2 Practical Implications for Teachers
Stenhouse’s learner-centred approach requires teachers to adopt facilitative
roles, designing learning environments that foster inquiry, exploration, and
student agency. Teachers need strong skills in creating open-ended activities,
scaffolding inquiry, and assessing holistic understanding. They must
differentiate instruction to cater to diverse learners’ needs and backgrounds,
often employing project-based tasks, discussions, and reflective activities.
Assessment shifts from solely summative tests to formative assessments like
portfolios, self-assessments, and peer evaluations that gauge deep
understanding and critical thinking (Stenhouse, 1975). This demands ongoing
professional development and a shift in traditional pedagogical paradigms.
Bobbitt’s behavioural approach entails teachers acting as controllers of the
learning environment, meticulously planning lessons with specific objectives,
sequences, and reinforcement strategies. Teachers employ drills, recitations,
and repetitive practice to instill desired behaviors and skills. Their role is
largely directive, emphasizing discipline, consistency, and structured routines.
Assessment is primarily objective, based on correct responses, and often
involves standardized tests. Teachers require skills in designing precise
ASSIGNMENT TO GUARANTEE 100% PASS
Use in-text citations throughout your assignment.
Ensure your language is formal, analytical, and critical.
Maintain clarity and coherence, with logical flow between sections.
Proofread thoroughly for grammatical correctness.
Question 1: Curriculum Approaches
Introduction
Curriculum approaches serve as conceptual frameworks that inform how
educators design and implement teaching and learning experiences. They
shape the nature of instruction, assessment, and learner engagement,
ultimately influencing educational outcomes. Among these, the learner-
centred approach by Lawrence Stenhouse and the behavioural approach by
John Bobbitt represent contrasting paradigms. While the former emphasizes
active participation and critical thinking, the latter focuses on observable
behaviors and mastery through structured reinforcement. Comparing these
approaches provides insight into their theoretical foundations, practical
implications, and relevance to contemporary education.
1.1 Theoretical Foundations
The learner-centred approach championed by Lawrence Stenhouse (1975) is
rooted in constructivist theories of learning, heavily influenced by the work of
Jean Piaget and John Dewey. It posits that learners are active agents in their
own knowledge construction, emphasizing meaning-making, reflection, and
the development of critical thinking skills. Stenhouse advocated for a flexible
curriculum that responds to learners’ interests, prior knowledge, and societal
contexts, emphasizing that learning is a dynamic, contextual process. This
approach aligns with the principles of inquiry-based learning, where the
teacher acts as a facilitator rather than a mere transmitter of knowledge
(Stenhouse, 1975).
In contrast, the behavioural approach of John Bobbitt (1913) is grounded in
behaviorist psychology, primarily influenced by B.F. Skinner’s operant
, conditioning theory. It emphasizes observable behaviors and the use of
reinforcement and punishment to shape learner responses. The curriculum is
systematic, focusing on clearly defined objectives, repetitive practice, and
measurable outcomes. Bobbitt believed that instruction should be precise,
standardized, and controlled to ensure the mastery of skills and knowledge,
often employing drills, reinforcement schedules, and immediate feedback
(Bobbitt, 1918). This approach assumes that learning is a result of stimulus-
response associations, with less emphasis on internal cognitive processes.
Critical Reflection: The theoretical divergence lies in the view of the learner:
active constructor versus passive responder. Stenhouse’s approach
emphasizes the social, cultural, and individual contexts shaping learning,
promoting autonomy and critical thinking. Bobbitt’s approach views learners
as recipients of predetermined behaviors, emphasizing efficiency,
predictability, and measurable skills. Both approaches have their strengths
and limitations; understanding these foundations informs how they are applied
in practice.
1.2 Practical Implications for Teachers
Stenhouse’s learner-centred approach requires teachers to adopt facilitative
roles, designing learning environments that foster inquiry, exploration, and
student agency. Teachers need strong skills in creating open-ended activities,
scaffolding inquiry, and assessing holistic understanding. They must
differentiate instruction to cater to diverse learners’ needs and backgrounds,
often employing project-based tasks, discussions, and reflective activities.
Assessment shifts from solely summative tests to formative assessments like
portfolios, self-assessments, and peer evaluations that gauge deep
understanding and critical thinking (Stenhouse, 1975). This demands ongoing
professional development and a shift in traditional pedagogical paradigms.
Bobbitt’s behavioural approach entails teachers acting as controllers of the
learning environment, meticulously planning lessons with specific objectives,
sequences, and reinforcement strategies. Teachers employ drills, recitations,
and repetitive practice to instill desired behaviors and skills. Their role is
largely directive, emphasizing discipline, consistency, and structured routines.
Assessment is primarily objective, based on correct responses, and often
involves standardized tests. Teachers require skills in designing precise
