Angella Barrett-Brady

Module 3: Application of Curriculum Development Approaches

Directions: Based on the information provided in your text and the article reading, you will
answer the following questions by typing your response right after the question on this
document. Then you will save this document on your computer. Your next step is to upload the
document by clicking on the “Assignments” link in the menu to the left and choose the Module 3
assignment.

1. Which curriculum development approach--technical-scientific or nontechnical-

nonscientific--do you believe has greater relevance in the twenty-first century? Explain

your answer based on your own professional experience and your reading of the text.

Technical-scientific curriculum is the one that has relevance in the 21st century. Based on the

reading from the text, a meaningful educational experience needs a scientific technique to give

students the skills and knowledge they need to have a productive life and contribute to society

(Ornstein & Hunkins, 2009, pg. 193). As a teacher of Family and Consumer Sciences I endorse

skill-based education because I have seen its benefits to society. I had a student who was not

doing well academically but he was very good at food preparation techniques. I encouraged him

to focus on food prep and he went to a technical school and did an advance course in it. Today he

is an acclaimed chef and is making top dollars. At a previous school that I taught more emphasis

was placed on academics than career and technical education for many years. It was only after a

feasibility study was done and it was realized that students in CTE had better opportunities that

this changed. Today, that school is using the technical-scientific curriculum and students are

doing very well.

Angella Barrett-Brady

2. Which of the models in the technical-scientific approach would you be most comfortable

applying in developing your FCS curriculum? Explain why and give an example to

support your reasoning.

The model I would be most comfortable applying in developing an FCS curriculum is the

Models of Bobbitt and Charters. Bobbitt believed that the purpose of education was to prepare

students effectively to be competent participants in life, particularly to engage in specific

activities that would contribute to society, the economy, and family life (Ornstein & Hunkins,

2009, pg. 193). With this model the curriculum would focus on career preparation, etiquette and

social graces which are important issues in socialization. The curriculum would be skilled base

so that students can earn money while in school and on completion of high school, they would be

ready to join the labor force. It would also focus on human sexuality, communications and home

and family life which would prepare students for their roles as parents later in life. Charters

wanted educators to connect aims with activities that individuals performed. I find that parenting

skills are most times trial and error. All students especially juniors and seniors should sit and

pass a parenting class as pre-requisite for graduation. Using this model, the designed curriculum

would be aimed at providing students with the skills and knowledge that they need when they

become parents.

 
Angella Barrett-Brady

3. Which of the models in the non-technical scientific approach would you be most

comfortable applying in developing your FCS curriculum? Explain why and give an

example to support your reasoning.

The model in the non-technical scientific approach that I would be most comfortable applying in

developing an FCS curriculum is the Deliberation Model. In this model educators communicate

their views to colleagues and sometimes to students regarding education’s goals and what should

be taught. Students complain about some of the topics that are on the present curriculum. I would

get their input as to what they would want to learn. I have students from many ethnic

backgrounds in my classes and I am sure they could give me valuable ideas on what should be in

the curriculum.

4. Using both the technical-scientific and nontechnical-nonscientific curriculum

development approaches, explain how you would apply them differently to a unit of

instruction that you currently teach or would be interested in teaching in Family and

Consumer Sciences (FCS). On page 11 of the Journal of Family & Consumer Sciences

Education article, there is an example of how both of these approaches were applied to a

similar unit of instruction on nutrients related to its course goal, specific objectives, and

basic concepts and questions.

Angella Barrett-Brady

Implementing the technical approach. The general objective for the unit would be: Analyze the

effects of food eating behaviors on wellness. Many specific objectives can be written from the

general objective. An example of a specific objective is “List the factors that influence food

choices. Basic concepts and questions can be explored: Determine types and symptoms of eating

disorders. Develop strategies to prevent nutrition related disorders. Predict how intellectual

factors influence food choices and quality of diet. What foods constitute a healthy diet? What is

the relationship between diet and exercise?

Implementing the non-technical approach using the sample unit above. The general objective

would be “What are the choices that lead to wellness in a person’s life? Sample questions from

this objective are: How much time do I need to exercise per week? How can I plan my meals to

have more low glycemic foods in it? Research the types of exercise that are effective for weight

loss. Evaluate foods for their fat, sugar and salt content.
Angella Barrett-Brady

Reference

Ornstein, A.C. Hunkins, F.P. (2017). Curriculum: Foundations, Principles, and Issues, 5th

Edition. Pearson