Junior high school teachers lived experiences in teaching science: A transition to Philippines' K to 12 spiral progression approach
Clicks: 2
ID: 287545
2021
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
Steady Performance
0.3
/100
2 views
0 readers
AI Quality Assessment
Not analyzed
Readership in this journal
SteadyRanked #2,255 of 3,757 articles by views in Malay Journal
Most read
Least read
Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 3,757 in total.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
Curricular reform for the improvement of an educational system has been a continuous phenomenon among countries and the Philippines is no exception. This research explored the lived experiences of junior high school teachers in teaching science transitioning to the spiral progression approach in the Philippines’ reformed K to 12 basic education programs. To closely probe the transition of the teachers’ instructional practice, a descriptive phenomenology was employed. In analyzing the rich source of qualitative data, the researcher made use of Colaizzi’s method with added validating steps to improve its trustworthiness. Using the researcher developed and validated Phenomenological Personal Interview Protocol (PPIP), this study found out that spiral progression approach was perceived as teaching the basic to complex concepts connected vertically in a particular discipline and horizontally integrated with the four sciences. Due to the contextual circumstance that the schools were situated, two types of implementation scheme were experienced by the science teachers, one had separate specialist science teachers teach his/her area of specialization at different grade levels jumping from one quarter to another. The other implementation scheme had one science teacher teach all the four science subjects in a certain grade level with expressed difficulty in teaching their non-specialized discipline. Managing the change, slow transition to overcome the resistive attitude of teachers was introduced and cordial negotiation with the immediate administrator were being done. Two teaching models were proposed in this research; Ferris Wheel type of SPA focusing on the field expert vertical articulation and Merry Go Round type of SPA focusing on the integration of the four-science horizontal articulation. When implementing the spiral progression approach, there should be a striking balance with the integration of the concepts both horizontally and vertically. It is just a matter of choice, focus and balance accompanied by a guided teaching.
| Reference Key |
persistent_1760661916_68f1919c2d143
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Canizares, Monell John Fernandez |
| Journal | Malay Journal |
| Year | 2021 |
| DOI |
DOI not found
|
| URL | |
| Keywords | Keywords not found |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.