"Teachers" Pedagogy Science Integration: A Proposed Framework
DOI:
https://doi.org/10.48017/dj.v10ispecial_1.3330Palabras clave:
K to 12 Science, science curriculum, science integrationResumen
The study examined a controversial aspect of the K–12 curriculum: the supposed decongestion which resulted in integration of Science with other core subjects in the first and second grade levels. To know whether there is a disparity in the goals of the curriculum and the goal of achieving high aptitude in the science competency examination for second graders, this study conducted both quantitative analysis of the aptitude scores of the students from 2015 to 2018 and qualitative analysis of the interview statements of Grade 2 teachers and of the content of their respective lesson plans. Results showed that scaled scores of the students from 2015 to 2018 follow the same trend. Based on the interviews, there was mostly a negative perception towards the curriculum among the teachers. In terms of the actualization of the curriculum, teachers have varying strategies both in integrating and teaching science separately. However, a number of unresolved issues throughout the integration process were observed. Hence, a proposed Science Integration Program that aims to maximize the mandated integrative teaching strategies for science concepts to increase the aptitude scores of students and help teachers in resolving the issues that they face.Métricas
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Derechos de autor 2025 Flormay Manalo
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
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