It discuss about curriculum, curriculum approaches, types, concentric approaches, spiral approaches, steps, examples, merits, demerits, advantages & limitations

1. DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34
APPROACHES TO TEACH
BIOLOGICAL SCIENCE

2. CURRICULUM - DEFINITION
The Latin root of the word
"curriculum" is "currere" that
means "race course" or a
"runway", which one takes to
reach a goal.
Curriculum is a tool in the hands of
the artist (teacher) to mould his
material (the pupil) in accordance
with his ideal in his studio (the
school) (Cunningham 1945)
Content Methods Purposes Evaluation
Curriculum is to see in terms of four facts
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3. INTRODUCTION ON CURRICULUM APPROACH
APPROACH- It is a way of dealing with
something, a way of doing or thinking
about something (Merriam-Webster).
CURRICULUM APPROACH - It is a way of
dealing witha curriculum, a wayof
doing/creating/designing/ thinking
about a curriculum.
Planning
Implementing
Evaluating
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4. Acquisition of knowledge and understanding
Development of skills
Development of scientific attitude
Development of thinking abilities
Nurturing curiosity
Nurturing creativity
Nurturing aesthetic sense
WHY TEACH BIOLOGICALSCIENCE
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5. INTRODUCTION
• The concentric approach, often called spiral,
is a way of organizing a curriculum by laying
out basic concepts, covering other related
material, and then circling back around to
the basic concept and filling in more
complexity and depth.
• The concentric zone model, also known as the
Burgess model or the CCD model, is one of the
earliest theoretical models to explain urban
social structures. It was created by sociologist
Ernest Burgess in 1925.
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6. Approaches of curriculum construction
Approaches of
curriculum
construction
b) Topical
approach
a) Concentric
Approach
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7. TYPES OF APPROACH
Concentric or Sequential
Approach
• Subject matter covered again and
again at successive stage
• From simple to complex
• known to unknown
Topical Approach
• Selected content explained in the
same class at the same time
• No future learning of the content
• Useful in higher stages of
learning
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8. Concentric Circles
Concentric circles
have a common centre
but Radius goes on
changing
V
VI
VII
VIII
IX
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9. Concept
➢In concentric approach,
knowledge is widened slowly and
steadily (like concentric circles)
➢Thus a subject matter is taken
and spread over number of year.
➢In introductory years, elementary
knowledge is given.
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10. CONTD.,
❑Then in next year little
higher level knowledge is
added and this is done in all
subsequent years.
❑Thus a steady programme is
maintained to impart
knowledge to student.
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11. Concentric approach/ Spiral approach
• Bruner is the main exponent of approaches.
• The whole curriculum is spread over a number of years
• A general treatment of almost all the topics are attempted at
the beginning and it is developed in successive years according
to the mental development of the pupil.
• It follows the maxims of teaching such as whole to part , simple
to complex ,easy to difficult.
• Sometimes this approach is referred as ‘Concentric approach’.
But the term ‘Spiral approach’ is preferred by others.
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12. ➢A Unit is taken.
➢Then the topic is broken into
numbers of sub-
themes/topics/Units.
➢These sub topics/units are
allotted in various classes,
according to the difficulty level.
STEPS FOLLOWED IN CONCENTRIC APPROACHE
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Dr. C. BEULAH JAYARANI
12

13. CONTD.,
• Full fledged knowledge is provided at
higher levels.
• At every stage, revision is done.
• Portion is neither too long nor too
short.
• Elementary knowledge is given in
introductory years.
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14. EXAMPLE FOR SPIRAL APPROACHES
V -
VI
VII
VIII
IX
X
WHAT IS
CLIMATE?
MONSOON
SYSTEM OF INDIA
TYPES OF
DIFFERENT CLIMATE
FACTORS WHICH
DETERMINE CLIMATE
CLIMATE ON
NORTHERN
HEMISPHERE
REASONS FOR
CLIMATE CHANGE
• Spiral approach: The term ‘spiral ‘gives the implication
that while attempting graduation the linkage too is taken
care of and the continuity of the topic is never broken.
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15. MERITS
1) It is a psychological approach of teaching
Biological science.
2) Teacher can get adequate time to cover the
portion. Also they can go according to
receptivity of learner.
3) Topic is continued for number of years,
impression lasts forever in minds of learners.
4) As revision is done, every year, child retains the
knowledge.
5) It is a child centered approach & solves the
complexity of the content
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16. 6) Since only small portion of topic is taken,
interest of student is maintained. Teaching does
not become dull.
7)Teacher can make use of different techniques,
to introduce and deliver the content.
8) If same teacher takes topic continuously
every year, he/she knows weak points of
students and thus can bring necessary
modifications in topics, to make base of the
content strong in students.
MERITS
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17. DRAWBACKS
• 1) If topic is too large, every year, studying
the same topic and seeing same chapter in
textbook makes students loose their
interest
• 2)If topic is too small it will not create any
permanent impression on mind of
learners.
• 3)If topic is not divided properly, into its
sub units, it may prove harmful.
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18. TOPICAL APPROACH - INTRODUCTION
• Topical Approach Every
subject of study involves a
number of topics.
• A topic is a comprehensive
collection of related learning
materials pertaining to
specific area of the subject
systematically and
sequentially arranged so as to
get a holistic picture of those
aspects.
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19. CONTD.,
• There might be large number of concepts,
principles, process and skills associated with
this area which act as related parts of a ‘whole’.
• Since these aspects are interrelated and maintain
certain logical sequences and correlations, it is
often advice that the topic should be thoroughly
dealt with and mastered before passing on to
another topic.
Concepts
Principles
Process
Skills
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20. • In this approach the curriculum maker takes a
particular topic as a central theme at various
instructions and concept.
• A specific topic is started and finished in the
same class
• This gives mastery over the subject
• Example- we add water to the syllabus of 5th
standard then we must add all components of the
topic
TOPICAL APPROACH
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21. ADVANTAGES OF TOPICAL APPROACH
• It enables the teachers to conduct the class as they want and
tailor it according to the needs of the students
• It provides a plan to deal with the material in a logical way
• It helps students to understand the facts of their developmental
setting
• It gives a sense of purpose to the students
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22. LIMITATIONS OF TOPICAL APPROACH
• It is difficult to understand all portions of the topic
• It gives large amount of information which can lead to
student getting confused
• It is difficult to study the same topic for a long time
• Students don’t get a sound knowledge of the subject
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23. CONCLUSION
✓ While teaching biological science both of these
approaches can be utilized by the teacher
✓ But it all depends on the balance that the teacher
creates while using these approaches
✓ Concentric approach is ideal for a good class of
teaching
✓ Topical approach can be used occasionally but not on
a everyday basis
✓ Teaching of biological science the correct way is very
important as our subject contains a lot of facts and
there is no room for false information
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24. References
• https://byjusexamprep.com/the-role-of-curriculum-in-science-
teaching-i
• https://egyankosh.ac.in/bitstream/123456789/6667/1/Unit-2.pdf
• https://sciencing.com/concentric-method-in-teaching-12750652.html
• https://www.slideshare.net/sultanakhan1/concentric-app
• Social Science Education . Methodology Of Teaching And Pedagogic Analysis-
Dr . K. Sivarajan , Dr.Tv. Thulasidharan , Dr.N.K. Vijayan.
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