Ontological, Teleological and Methodological Support of Curriculum-Evaluation Models Applied in Venezuela's Field of Higher Education
<span>Scientific and technological changes, low relevance of the educative programs and economic globalization, have lead to the resurgence of evaluation as an innovative tool. However, the initiatives show a lack of delimitation in their interpretative understanding, adopting diffuse concepti...
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| Format: | Book |
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Universidad Autónoma de Baja California,
2010-05-01T00:00:00Z.
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| Summary: | <span>Scientific and technological changes, low relevance of the educative programs and economic globalization, have lead to the resurgence of evaluation as an innovative tool. However, the initiatives show a lack of delimitation in their interpretative understanding, adopting diffuse conceptions of curriculum and its evaluation. Thus, the present study investigation was done to determine, through a content analysis using the classic method of Sanz (2004), how the curriculum models most usually applied in the country are sustained ontologically, teleologically and methodologically. The models are based on a quite uniform ontological and teleological concept of curriculum. On the other hand, methodologically they adopt three-dimensional models that include knowing, doing and being; incorporating elements of the multidirectional approach. In curricular evaluation, they demonstrate homogeneity in their ontology and teleology, but not in their methodology.</span> |
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| Item Description: | 1607-4041 |