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Disseminating quality controlled scientific knowledge

Didactic Communication and the Curriculum

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Author(s): Mirela Arsith

Journal: Acta Universitatis Danubius : Communicatio
ISSN 1844-7562

Volume: 6;
Issue: 2;
Start page: 129;
Date: 2012;
Original page

Keywords: curriculum | competence | communication | l earner

ABSTRACT
The hypothesiswhichwe assume is thatthemanagementof thecurriculum is a coherentand unifiedwhole ofprinciples,functions, strategies, criteria designed, integrated andcontextualizedin such way that it would determine the achievement of the aims of quality standards of variousdegrees of generality. Inourapproach,we proposeas basis theconstructivism, a theory of scientificknowledge,which isapplied to learning problems, characterized by the following key ideas: our mindis real;the essenceofthe studyrepresents themental events;knowledge is dynamic activity; learningrepresentsa natural consequence of performance;teaching is a processof negotiated construction ofmeaning;theknowledge processcorerepresent soling problems.What we want to prove is that acompetency-based curriculum isappropriate forachievingthe aims of education.
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