The Philippine K to 12 Junior Science Program in Thematic Instruction
DOI:
https://doi.org/10.32871/rmrj2109.01.10Keywords:
Philippine K to 12 Science Curriculum, thematic instruction, thematic instructional model, K to 12 Program in the PhilippinesAbstract
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.
References
Argote, A. B. (2016). Spiral progression approach: The phenomenological plight of science teachers [Unpublished master’s thesis]. St. Mary’s College of Tagum, Inc.
Barrentine, S. J. (1999). Facilitating pre-service students' development of thematic units. The Teacher Educator, 34(4), 276-290. https://doi.org/10.1080/08878739909555207
Bernardo, A. B. I. (1999). Contemplating a scientific science education reform. The Manila Journal of Science, 2(1). http://ejournals.ph/form/cite.php?id=287
Contardi, G., Fall, M., Flora, G., Gandee, J., & Treadway, C. (2000). Integrated curriculum: A group investigation project. http://www.users.miamioh.edu/shermalw/edp603_group3-f00.html
De Dios, A. (2013, May 25). Spiral curriculum: When and how? Redundant versus progressive? Philippine Basic Education. http://www.philippinesbasiceducation.us/2013/05/spiral-curriculum-when-and-how.html
Department of Education. (2016). K to 12 curriculum guide: Science (Grade 3 to Grade 10). https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-equipment_revised.pdf.
Dilek, D. (2007). Using a thematic teaching approach based on the pupil's skill and interest in social studies teaching. History Education Research Journal, 7(1). https://10.18546/HERJ.07.1.02
Fitzpatrick, K. R. (2016). Points of convergence in music education: The use of data labels as a strategy for mixed methods integration. Journal of Mixed Methods Research, 10(3), 273–291. https://doi.org/10.1177/1558689814560264
Fogarty, R. (1991). Ten ways to integrate curriculum. Educational Leadership, 49(2), 61-65. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199110_fogarty.pdf
Hernandez, B. (2012, March 30). Building a literate society. Inquirer.Net. http://opinion.inquirer.net/25923/building-a-literate-society
In other words: ABC of facilitation. (2018). MitOst. https://theodor-heuss-kolleg.de/wp-content/uploads/2019/08/THK-publications-In-Other-Words-ABC-Of-Facilitiation-English-revised-small.pdf
Jacobs, H. H. (1991). Planning for curriculum integration. Educational Leadership, 49(2), 27-28. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199110_jacobs.pdf
Kysilka, M. (1998). Understanding integrated curriculum. The Curriculum Journal, 9(2), 197 -209. https://doi.org/10.1080/0958517970090206
Min, K. C., Rashid, A. M., & Nazri, M. I. (2012). Teachers’ understanding and practice towards thematic approach in teaching integrated living skills (ILS) in Malaysia. International Journal of Humanities and Social Science, 2(23), 273–281. http://www.ijhssnet.com/journals/Vol_2_No_23_December_2012/31.pdf
Montebon, D.R.T., & Orleans, A.V. (2019). A thematic instructional model for a junior high school science curriculum [Unpublished doctoral dissertation]. Philippine Normal University, Manila.
Mumford, D. (2000). Planning a theme-based unit. Pacific Edge Publishing Ltd. file:///C:/Users/imc-main/Downloads/PlanThem.pdf
Okoro, C.O., & Okoro, C.U. (2016). Teachers' understanding and use of the thematic approach in teaching and learning of social studies in Rivers State. International Journal of Education, Learning and Development, 4(3), 64-69. https://www.eajournals.org/wp-content/uploads/Teachers----Understanding-and-Use-of-Thematic-Approach-in-Teaching-and-Learning-of-Social-Studies-in-Rivers-State1.pdf
Orbe, J. R., Espinosa, A. A., & Datukan, J. T. (2018). Teaching chemistry in a spiral progression approach: Lessons from science teachers in the Philippines. Australian Journal of Teacher Education, 43(4), 17-30. http://dx.doi.org/10.14221/ajte.2018v43n4.2
Piaget, J. (1952). The origins of intelligence in children. International Universities Press, Inc. https://www.pitt.edu/~strauss/origins_r.pdf
Resurreccion, J. A., & Aldanza, J. (2015). Spiral progression approach in teaching science in selected private and public schools in Cavite. De La Salle University Research Congress Proceedings, 2015. https://10.17758/uruae.uh0516148
Rugut, E. J., & Osman, A. A. (2013). Reflection on Paulo Freire and classroom relevance. American International Journal of Social Science, 2(2), 23-28. https://www.aijssnet.com/journals/Vol_2_No_2_March_2013/3.pdf
Tapang, G. (2012, February 6). Science and K+12. Inquirer.Net. http://opinion.inquirer.net/22527/science-and-k12
Barrentine, S. J. (1999). Facilitating pre-service students' development of thematic units. The Teacher Educator, 34(4), 276-290. https://doi.org/10.1080/08878739909555207
Bernardo, A. B. I. (1999). Contemplating a scientific science education reform. The Manila Journal of Science, 2(1). http://ejournals.ph/form/cite.php?id=287
Contardi, G., Fall, M., Flora, G., Gandee, J., & Treadway, C. (2000). Integrated curriculum: A group investigation project. http://www.users.miamioh.edu/shermalw/edp603_group3-f00.html
De Dios, A. (2013, May 25). Spiral curriculum: When and how? Redundant versus progressive? Philippine Basic Education. http://www.philippinesbasiceducation.us/2013/05/spiral-curriculum-when-and-how.html
Department of Education. (2016). K to 12 curriculum guide: Science (Grade 3 to Grade 10). https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-equipment_revised.pdf.
Dilek, D. (2007). Using a thematic teaching approach based on the pupil's skill and interest in social studies teaching. History Education Research Journal, 7(1). https://10.18546/HERJ.07.1.02
Fitzpatrick, K. R. (2016). Points of convergence in music education: The use of data labels as a strategy for mixed methods integration. Journal of Mixed Methods Research, 10(3), 273–291. https://doi.org/10.1177/1558689814560264
Fogarty, R. (1991). Ten ways to integrate curriculum. Educational Leadership, 49(2), 61-65. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199110_fogarty.pdf
Hernandez, B. (2012, March 30). Building a literate society. Inquirer.Net. http://opinion.inquirer.net/25923/building-a-literate-society
In other words: ABC of facilitation. (2018). MitOst. https://theodor-heuss-kolleg.de/wp-content/uploads/2019/08/THK-publications-In-Other-Words-ABC-Of-Facilitiation-English-revised-small.pdf
Jacobs, H. H. (1991). Planning for curriculum integration. Educational Leadership, 49(2), 27-28. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199110_jacobs.pdf
Kysilka, M. (1998). Understanding integrated curriculum. The Curriculum Journal, 9(2), 197 -209. https://doi.org/10.1080/0958517970090206
Min, K. C., Rashid, A. M., & Nazri, M. I. (2012). Teachers’ understanding and practice towards thematic approach in teaching integrated living skills (ILS) in Malaysia. International Journal of Humanities and Social Science, 2(23), 273–281. http://www.ijhssnet.com/journals/Vol_2_No_23_December_2012/31.pdf
Montebon, D.R.T., & Orleans, A.V. (2019). A thematic instructional model for a junior high school science curriculum [Unpublished doctoral dissertation]. Philippine Normal University, Manila.
Mumford, D. (2000). Planning a theme-based unit. Pacific Edge Publishing Ltd. file:///C:/Users/imc-main/Downloads/PlanThem.pdf
Okoro, C.O., & Okoro, C.U. (2016). Teachers' understanding and use of the thematic approach in teaching and learning of social studies in Rivers State. International Journal of Education, Learning and Development, 4(3), 64-69. https://www.eajournals.org/wp-content/uploads/Teachers----Understanding-and-Use-of-Thematic-Approach-in-Teaching-and-Learning-of-Social-Studies-in-Rivers-State1.pdf
Orbe, J. R., Espinosa, A. A., & Datukan, J. T. (2018). Teaching chemistry in a spiral progression approach: Lessons from science teachers in the Philippines. Australian Journal of Teacher Education, 43(4), 17-30. http://dx.doi.org/10.14221/ajte.2018v43n4.2
Piaget, J. (1952). The origins of intelligence in children. International Universities Press, Inc. https://www.pitt.edu/~strauss/origins_r.pdf
Resurreccion, J. A., & Aldanza, J. (2015). Spiral progression approach in teaching science in selected private and public schools in Cavite. De La Salle University Research Congress Proceedings, 2015. https://10.17758/uruae.uh0516148
Rugut, E. J., & Osman, A. A. (2013). Reflection on Paulo Freire and classroom relevance. American International Journal of Social Science, 2(2), 23-28. https://www.aijssnet.com/journals/Vol_2_No_2_March_2013/3.pdf
Tapang, G. (2012, February 6). Science and K+12. Inquirer.Net. http://opinion.inquirer.net/22527/science-and-k12
Downloads
Published
2021-06-03
How to Cite
Montebon, D. R., & Orleans, A. (2021). The Philippine K to 12 Junior Science Program in Thematic Instruction. Recoletos Multidisciplinary Research Journal, 9(1), 107–121. https://doi.org/10.32871/rmrj2109.01.10
Issue
Section
Articles
License
Copyright of the Journal belongs to the University of San Jose-Recoletos
