CUS3701
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 2025
, QUESTION 1: Curriculum Approaches
1.1 Theoretical Foundations of the Approaches
The learner-centred approach of Lawrence Stenhouse is rooted in constructivist
theory, emphasizing active learning and student engagement. Stenhouse viewed
curriculum as an ongoing process where learners construct knowledge through inquiry,
dialogue, and critical thinking. His approach promotes flexibility, allowing teachers and
students to adapt content and learning experiences.
In contrast, the behavioural approach of John Bobbitt is based on behaviourism,
which views learning as a systematic process of stimulus-response conditioning. Bobbitt
argued that education should be efficient, structured, and outcome-driven, with clear
objectives and measurable learning outcomes. This approach emphasizes direct
instruction, repetition, and reinforcement to shape learners’ behaviour.
1.2 Practical Implications for Teachers
Teachers using Stenhouse’s learner-centred approach act as facilitators rather than
mere knowledge transmitters. They design open-ended activities, encourage
discussion, and adapt lessons based on students’ needs. This approach requires
teachers to be flexible and reflective, making the curriculum dynamic rather than fixed.
On the other hand, Bobbitt’s behavioural approach requires teachers to follow a
predefined curriculum with clear objectives. Teachers play a more directive role,
ensuring that students master specific skills through repetition, assessments, and
structured lessons. This approach helps maintain order and consistency in instruction
but may limit creativity and adaptability.
1.3 Practical Implications for Learners
In the learner-centred approach, students have greater autonomy and engage in
inquiry-based learning. They develop critical thinking skills, creativity, and problem-
solving abilities, as they are encouraged to explore, question, and construct knowledge
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 2025
, QUESTION 1: Curriculum Approaches
1.1 Theoretical Foundations of the Approaches
The learner-centred approach of Lawrence Stenhouse is rooted in constructivist
theory, emphasizing active learning and student engagement. Stenhouse viewed
curriculum as an ongoing process where learners construct knowledge through inquiry,
dialogue, and critical thinking. His approach promotes flexibility, allowing teachers and
students to adapt content and learning experiences.
In contrast, the behavioural approach of John Bobbitt is based on behaviourism,
which views learning as a systematic process of stimulus-response conditioning. Bobbitt
argued that education should be efficient, structured, and outcome-driven, with clear
objectives and measurable learning outcomes. This approach emphasizes direct
instruction, repetition, and reinforcement to shape learners’ behaviour.
1.2 Practical Implications for Teachers
Teachers using Stenhouse’s learner-centred approach act as facilitators rather than
mere knowledge transmitters. They design open-ended activities, encourage
discussion, and adapt lessons based on students’ needs. This approach requires
teachers to be flexible and reflective, making the curriculum dynamic rather than fixed.
On the other hand, Bobbitt’s behavioural approach requires teachers to follow a
predefined curriculum with clear objectives. Teachers play a more directive role,
ensuring that students master specific skills through repetition, assessments, and
structured lessons. This approach helps maintain order and consistency in instruction
but may limit creativity and adaptability.
1.3 Practical Implications for Learners
In the learner-centred approach, students have greater autonomy and engage in
inquiry-based learning. They develop critical thinking skills, creativity, and problem-
solving abilities, as they are encouraged to explore, question, and construct knowledge
