Educational theories that influences curriculum practices in Papua new guinea
1. Constructivism: This theory emphasizes that learners actively construct their own understanding and knowledge through experiences and interactions with the environment. In Papua New Guinea, this theory influences curriculum practices by encouraging hands-on, interactive learning experiences and the incorporation of local cultural contexts into the curriculum to make learning more meaningful and relevant for students.
2. Socio-cultural theory: This theory highlights the importance of social and cultural factors in learning. In Papua New Guinea, curriculum practices are influenced by this theory by promoting collaborative learning, community involvement in education, and the integration of indigenous knowledge and practices into the curriculum.
3. Multiple intelligences theory: This theory posits that individuals possess different types of intelligence, such as linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic intelligence. In Papua New Guinea, curriculum practices are influenced by this theory by incorporating a variety of teaching strategies and learning activities that cater to different types of intelligence to engage students and enhance their learning outcomes.
4. Indigenous education theories: These theories focus on the unique cultural and educational needs of indigenous peoples and advocate for the inclusion of indigenous knowledge, values, and practices in education. In Papua New Guinea, curriculum practices are influenced by these theories by promoting the preservation and revitalization of indigenous languages, cultures, and traditions in the curriculum to ensure the educational success and well-being of indigenous students.