Geothermal Education Integration Program, a Localized Curriculum: An Assessment

Abstract

INTRODUCTION

Prior to the implementation of Geothermal Education (GeoEd) Integration Program, geothermal issues resulting to destruction of geothermal facilities were frequent. Thus, Department of Education and Philippine Geothermal Production Company came up with the program "Geothermal Education Integration across the Learning Areas in the Basic Education Curriculum”. After Lesson Plan Exemplars (LPEs) for both elementary and secondary were crafted, the program was implemented in three pilot schools of Tiwi. With its full implementation throughout Tiwi, both Department of Education and PGPCI would like to assess how effective and efficient the program was.

METHODS

The researchers have utilized descriptive method of research to evaluate its effectiveness. The study involved 793 respondents composed of school heads, teachers, students and parents in both elementary and secondary schools of Tiwi while the Statistical Treatment used were weighted mean and Analysis of Variance.

RESULTS

Majorityof school heads and teachers in geothermal schools have fully implemented GeoEd Program in both Revised Basic Education and K to 12 Curriculum. However, in non-geothermal schools, it was moderately implemented. Major benefits derived from GeoEd program include: common misconceptions about the negative impact of geothermal energy were corrected; community learned that it is a renewable energy that contributes to the economic sustainability of Tiwi; and developed environmental awareness of the community that resulted to their care of the geothermal facilities.

DISCUSSIONS

The results demonstrated that to sustain the program, it must be revisited and new school heads and teachers must be capacitated. School heads should conduct close monitoring and supervision of the localized curriculum. Every teacher should practice on-site experiential teaching approach for the integration of GeoEd concepts. It is also being encouraged that schools render community extension services in geothermal barangays. Pilot schools should also have a Geothermal Science Centrum and miniature geothermal facility for simulation activity. Lastly, Naga National High School should be a "Center of Excellence" for the GeoEd Program.