| Abstract: | Until quite recently, due largely to their reliance on commercially produced textbooks, teachers had played little or no part in the preparation of learning materials, Mr Clarke observed. For the most part they had been content to accept the assistance they received from educational publishers. Only since the late 1950's and early 1960's when the programmed learning movement and the drive for curriculum development gathered momentum had reasonably large numbers of teachers become involved in this kind of work. Both the programmed texts and the major curriculum projects during this period shared certain common features: (a) the insistence on the change from a passive (receptive) to an active (inquiring) role on the part of the learner, (b) by the need for a prior statement of objectives and (c) the need for systematic evaluation as a built-in requirement for the lsearning process. |
