Abstract:
Cognitive development defines the mode or maximum level of abstraction of learned content typically reached at a given age; learning refers to acquiring and structuring the elements at any age, and such structuring proceeds in a regdlar cycle. The end point of any learning episode can thus be characterised by reference to the mode and the learning cycle.
This paper addresses three issues:
1. Developing curriculum statements or objectives that are appropriate both to societal needs and to the developmental level of students.
2. Outlining what learning processes are involved in meeting various curriculum objectives.
3. Assessing learning to ensure that the appropriate levels are in Fact being attained.
This paper addresses three issues:
1. Developing curriculum statements or objectives that are appropriate both to societal needs and to the developmental level of students.
2. Outlining what learning processes are involved in meeting various curriculum objectives.
3. Assessing learning to ensure that the appropriate levels are in Fact being attained.