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Vol. 12, Num. 1, 2010
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Ontological, Teleological and Methodological Support
of Curriculum-Evaluation Models Applied
in Venezuela’s Field of Higher Education
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Rosalina González López
rosalinag48@yahoo.com
Laboratorio de Investigación y Posgrado
de la Escuela de Bioanálisis (LIPEB)
Facultad de Ciencias de la Salud
Universidad de Carabobo
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Calle Lino Revenga No. 92-140
Urbanización Trigal Centro
Valencia, Venezuela
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(Received: November 23, 2006;
accepted for publishing: July 21, 2008)
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Abstract in English, full text in Spanish
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Abstract
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Scientific and technological changes, low relevance of the educative programs and economic globalization, have lead to the resurgence of evaluation as an innovative tool. However, the initiatives show a lack of delimitation in their interpretative understanding, adopting diffuse conceptions of curriculum and its evaluation. Thus, the present study investigation was done to determine, through a content analysis using the classic method of Sanz (2004), how the curriculum models most usually applied in the country are sustained ontologically, teleologically and methodologically. The models are based on a quite uniform ontological and teleological concept of curriculum. On the other hand, methodologically they adopt three-dimensional models that include knowing, doing and being; incorporating elements of the multidirectional approach. In curricular evaluation, they demonstrate homogeneity in their ontology and teleology, but not in their methodology.
Key words: Curriculum evaluation, higher education, curriculum.
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