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ERIC Number: ED199184
Record Type: Non-Journal
Publication Date: 1981-Feb
Pages: 34
Abstractor: N/A
Reference Count: N/A
The Function of Explicit and Implicit Beliefs in the Process of Developing Curriculum Materials.
Franssen, Henk A. M.; Reints, Arno J. C.
The document reports on the belief-assessment phase of a project undertaken in 1973 at the University of Utrecht, Netherlands, to study curriculum processes based on the Curvo strategy. The Curvo strategy (named for a combination of the first letters of the Dutch words for curriculum, development, and research) is based on the assumption that curriculum development is a task for teams made up of individuals with different perspectives and from different disciplines. The first step in the Curvo strategy is to bring together ideas about the content and form of the curriculum material. Successive steps include formative evaluation, testing and adjusting material in accordance with evaluative findings, developing a framework, and constructing materials to fit the framework. During all phases of the curriculum development task, team members are directed to make basic propositions and beliefs explicit. A system was also developed for evaluating implicit individual beliefs. This system centered on comparing a number of curriculum statements from each team member to ascertain underlying perspectives. Findings from numerous attempts by project staff members to assess the relative importance of explicit versus implicit beliefs indicated that implicit beliefs were much more important than had previously been realized and very difficult to deal with. The conclusion is that team members involved in developing curriculum according to the Curvo strategy will be more successful if they try to make implicit beliefs into explicit beliefs which can be used as criteria in the conduct of all phases of team deliberation, framework creation, and activity development. (DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Foundation for Educational Research, Utrecht (Netherlands).
Authoring Institution: Utrecht State Univ., (Netherlands).