scholarly journals The Philippine K to 12 Junior Science Program in Thematic Instruction

2021 ◽  
Vol 9 (1) ◽  
pp. 107-121
Author(s):  
Darryl Roy Montebon ◽  
◽  
Antriman Orleans ◽  
Keyword(s):  
Science Teachers ◽  
Curriculum Design ◽  
Science Curriculum ◽  
Instructional Model ◽  
Science Program ◽  
Mixed Methods Design ◽  
Thematic Instruction ◽  
Lesson Content ◽  
K To 12 ◽  
Current Curriculum

The present study describes the attempt to achieve the competencies of the Philippine K to 12 Science Program through thematic instruction. It seeks to address the challenges encountered by science teachers with the current curriculum design. The researchers used a thematic instructional model in giving classroom instruction. Two sets of pre-service teachers, taking part as facilitators and as observers, were purposely chosen in the study. The researchers used convergent mixed methods design in analysing the pre-service teachers' experience and observations in teaching through thematic instruction. Results revealed that the thematic instruction implemented in the study has the potential to address the challenges of the current K to 12 science curriculum in terms of design, lesson content, and implementation. Consequently, the results suggest that the thematic instruction design in the study can be used to help achieve the desired outcomes of the K to 12 Science Curriculum.

scholarly journals COMPETENCIES AND CHALLENGES OF DEPED TEACHERS IN THE K TO 12 SCIENCE CURRICULUM IMPLEMENTATION

2021 ◽  
pp. 1-7
Author(s):  
Maria Wendy M. Solomo
Keyword(s):  
Science Teachers ◽  
Science Curriculum ◽  
Earth Science ◽  
Department Of Education ◽  
Instructional Materials ◽  
Teaching Competencies ◽  
Projectile Motion ◽  
The Government ◽  
Curriculum Reforms ◽  
K To 12

Curriculum reforms are implemented in various countries to improve their educational system. This article presents the teaching competencies, needs and challenges encountered by the Department of Education (DepEd) Science teachers in Partido District, Camarines Sur, Philippines along with the implementation of the K to 12 Science curriculum. It employed the descriptive method of research and administered the researcher-made instrument to 49 DepEd Science teachers. The majority of the teachers rated themselves with very high competencies in Earth Science and Biology and high competencies in Chemistry and Physics, however some expressed need to further deepen their understanding in some concepts such as Light and Electricity, Circular Motion, Projectile Motion, Conservation of Linear Momentum, and Concentration of Solutions. Teachers attain proficiency of a more complex competency if they acquire proficiency of preceding competencies. The availability of instructional materials and the “concept of experience” help teachers have a better grasp of science concepts. Continued support from the government and other stakeholders is needed to address the perennial problems/challenges that DepEd teachers encountered. KEYWORDS: challenges, competencies, DepEd teachers, pedagogical knowledge, Science curriculum

scholarly journals Sciences Teacher Education Curriculum Re-alignment: Science Education Lecturers’ Perspectives of Knowledge Integration at South African Universities

2018 ◽  
Vol 7 (1) ◽  
pp. 52 ◽  
Author(s):  
Kwanele Booi ◽  
Mamsie Ethel Khuzwayo
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Curriculum Design ◽  
Knowledge Integration ◽  
Common Ground ◽  
Science Curriculum ◽  
Resistance To Change ◽  
Sampling Strategy ◽  
Academic Knowledge ◽  
Minimum Requirements

A qualitative case study was conducted at six purposively sampled universities; out of a population of approximately23 universities. This sampling strategy was based on selecting some universities that became Universities ofTechnology during the process of merging Higher Education Institutions (HEIs) while other universities kept theiridentity; currently being referred to as Traditional Universities. In-depth interviews and analysis of curriculumdocuments were used as sources of data acquisition to address the aim and questions explored by this study explored;necessitated by the need to implement Minimum Requirements for Teaching Education Qualification (MRTEQ)policy guidelines. The sampled universities’ identities were concealed and pseudonyms were assigned to participantsfor ethical reasons. Qualitative methods were applied for data analysis. Findings revealed that for some institutions’integration of sub-disciples of science curriculum led to contestations and debates resulting from differentphilosophical perceptions held by subject specialists in the curriculum design process. Knowledge integrationcontinues to be a contested field in universities that typifies resistance to change. Some participants demonstrated apositive disposition towards knowledge integration models which they used in curriculum development. This studyconcludes that a collaborative and collegial deliberation among science education lecturers and experts in variousknowledge domains could be a way to find common ground on issues highlighted in this study. Re-thinking andre-conceptualising knowledge organisation for science academic knowledge are appropriate to the needs of schoolcurriculum and benefit science teachers with knowledge and competences for knowledge impartation, skills andvalues in the subject.

scholarly journals Assessing In-service Teachers’ Chemistry Content Knowledge and Self-efficacy in Teaching the K to 12 Science Curriculum

KIMIKA ◽  
2017 ◽  
Vol 28 (2) ◽  
pp. 13-21
Author(s):  
Yna Camille A. Mongcal ◽  
Queena N. Lee-Chua ◽  
Armando, Jr. M. Guidote
Keyword(s):  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Graduate Program ◽  
Science Curriculum ◽  
Group Discussion ◽  
Education Institution ◽  
Efficacy Beliefs ◽  
Teaching Chemistry ◽  
K To 12

As the K to 12 Science program was formally implemented, interventions to enhance competence and confidence of teachers in teaching science in a spiral progression approach are main concerns. This study aims to assess the chemistry content knowledge and self-efficacy of 38 in-service teachers enrolled in a graduate program from a teacher education institution using a content knowledge test (CKT) and a self-efficacy beliefs scale (SeS) using a mixed-method approach. Quantitative findings reveal that the least mastered topics in chemistry of the teacher-respondents include solutions, chemical bonding, the mole concept, gas laws, and chemical reactions. The science teachers say they are “somewhat confident” in teaching the chemistry topics. Qualitative findings include difficulties in answering the CKT and challenges encountered in teaching chemistry using the K to 12 science curriculum. In the needs analysis, key findings in the results of focus group discussion are used to verify quantitative findings. The correlation between content knowledge and self-efficacy beliefs is r = -0.12, with findings showing a negligible to low correlation. This implies that even if teachers perceive that they are “somewhat confident” in teaching chemistry topics, such beliefs do not match their content knowledge scores. Valid findings are based on the CKT results and further suggest that the CKT (not the SeS) is a good measure in determining the content learning needs of teachers.

The construction of innovative computer practical training education model in the environment of multiple intelligences Internet of Things

2021 ◽  
pp. 1-11
Author(s):  
Yanli Bao
Keyword(s):  
Computer Science ◽  
Science Teachers ◽  
Curriculum Design ◽  
Engineering Students ◽  
Theoretical Perspective ◽  
Training Model ◽  
Practical Training ◽  
Operational Strategies ◽  
Workflow Technology ◽  
Computer Knowledge

This paper takes the application of workflow technology in a multi-smart IOT message-driven practical training execution system as the research background, analyzes the current situation and problems of the practical training execution system, and reconstructs and optimizes the original on-site practical training model and business methods according to the future development needs of the practical training execution system. This study draws on the theoretical perspective of the computer knowledge body to deeply recognize and understand the connotation of computing ability from the levels of knowledge, skills, and attitude, forms a basic understanding of computing ability through literature combing, and refines the core elements of computing ability through a combination of enterprise case study, content analysis, and questionnaire survey, strives to form a more systematic and in-depth understanding of the connotation and elements of computing ability. It also provides a reference for the clarification of computing ability training objectives of computer science teachers under the trend of intelligence. Facing the enhancement of computing ability of engineering students majoring in computer science at the undergraduate level, the objectives of computing ability cultivation are clarified, the key points of computing ability cultivation mode are refined from three levels: curriculum design, teaching operation, management, and control, and three typical computing ability cultivation modes embedded in undergraduate computer education are constructed: knowledge module combination mode, computing context experience mode, and intelligent industry-leading mode. The operational strategies and implementation paths of the models are discussed in depth. This study emphasizes that, based on the analysis of the characteristics of the trend of intelligence, the computing ability cultivation model is not static.

scholarly journals Determining the Concept of Organic Agriculture Perceptions of Pre-service Classroom and Science Teachers Using Phenomenographic Method

2019 ◽  
Vol 9 (1) ◽  
pp. 188
Author(s):  
Tülay Dizikisa ◽  
Pınar Ural Keleş
Keyword(s):  
Data Collection ◽  
Science Teaching ◽  
Science Teachers ◽  
Organic Agriculture ◽  
Science Curriculum ◽  
Service Science ◽  
Classroom Teachers ◽  
Data Collection Tool ◽  
Phenomenographic Method ◽  
Structured Questionnaire

This study was carried out to determine the perceptions of pre-service classroom and science teachers related to theconcept of organic agriculture. The sample of the study consisted of 85 pre-service teachers, 57 from the Department ofClassroom Teaching and 28 from the Department of Science Teaching in Ağrı İbrahim Çeçen University, in theacademic year of 2016-2017. In the study, a semi-structured questionnaire which includes the statement “To me,organic agriculture means……” was used as data collection tool. In this study, the organic agriculture perceptions ofthe pre-service teachers were determined under five main categories. The ratio of 'natural agriculture, which has thehighest percentage among these categories, is 41% among the pre-service classroom teachers while this ratio is 65%among pre-service science teachers. It is among the recommendations of the study that the subjects related to organicagriculture are removed from the elective courses and placed in the science curriculum.

scholarly journals Technology Driven Differentiated Instruction in Science Teaching

2019 ◽  
Vol 11 (2) ◽  
pp. 15
Author(s):  
Mohammed S. Al-rsa’i ◽  
Mohammed F. Shugairat
Keyword(s):  
Differentiated Instruction ◽  
Science Teaching ◽  
Content Knowledge ◽  
Science Teachers ◽  
Analytical Approach ◽  
Science Curriculum ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Learning Patterns ◽  
Use Of Technology

This study aimed to investigate how to implement Differentiated instruction in Science teaching by using technology. The analytical approach was used and the results showed that technology enhanced Differentiated instruction because of the diversity of technology tools and programs. Moreover, the use of technology in Differentiated instruction requires the hiring of (TPACK) model (Technological Pedagogical content Knowledge) regarding the interrelationship between content, teaching and technology. Technology also helps in applying Differentiated instruction of Science through identifying students’ interests, and the degree of readiness, along with the appropriate learning patterns for each of them. The study recommends training science teachers how to implement the Differentiated instruction by using technology, and sensitize them to (TPACK) model increasing opportunities of including this model in the science curriculum.

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