PBL Approach: A Model for Integrated Curriculum

This paper describes the process of developing a generic model for integration across the curriculum. Authors have introduced PBL approach in order to design the course work for the integrated curriculum in Science and Technology Education in the Teacher Education Programme. In this research the authors have envisaged a conceptual framework for implementation of integrated curriculum. The PBL approach has been implemented in a teacher education course for both online and oncampus students. This is a work in progress the model is still being developed. In this paper the authors have presented the process of redefining the conceptual framework for the integrated curriculum design through implementation, evaluation and reflection. Curriculum Integration vis a vis Problem Based Learning Process Curriculum integration in schools and the professional development for curriculum integration has been introduced in schools and training institutions in New Zealand since 1999. The TKI (Te Kete Ipurangi The Online Learning Centre) website provides a discussion forum for teachers and educators on curriculum integration. A reference lists and frequently asked questions on curriculum integration is available at this site (TKI). Response to the question of “What is Curriculum Integration?” Nolan and Harwood provided the following explanation: Curriculum integration is the process of experiencing and understanding connections and, because of this, seeing things whole. James Beane (1997) identifies four aspects or meanings of integration thus defined which can and, we would agree should, feature at some point in any programme that might claim to be truly integrative. These are integration of experience, social integration, integration of knowledge (and skills) and integration as curriculum design. In this paper the authors focused on the aspect of integration from all these prospective and tried to generate a generic model for curriculum integration. A model showing the relationship between the integrative curriculum and teachinglearning continuum (adapted from Brown & Nolan, 1989) has been developed (fig.1). Authors have realised that in order to train pre-service teachers of primary education to be able to implement the curriculum integration across different subject areas and create constructivist learning environment, which are student centred and inquiry based we (teacher education institutions) need to make changes in our curriculum planning, instruction and the evaluation procedures in our teacher education programmes. Through extensive survey of literature and from the experience of teaching in different teacher training institutions the authors have came to the conclusion that going through the process of problem based learning would provide the students of teacher education programme with the first hand experience of