Teachers' Pedagogies and Preparation in the Spiral Progression Approach of Science Curriculum

Abstract

INTRODUCTION

This study aimed to determine the science teachers' pedagogies and preparation towards the spiral progression approach of science curriculum and its relationship to teachers' profile as to age, gender, educational attainment, major and years in teaching experience.

METHODS

The participants of the study were the science teachers of eleven (11) participating public schools in the Division of Cavite. Descriptive method of research was utilized using questionnaires, observations and interviews. The statistical tools employed were frequencies, percentage, weighted mean and Spearman's rho for correlation.

RESULTS

Results revealed that science teachers were generally young adult female with more or less 10 years in the service of imparting science concepts to high school learners. Professional development encouraged the science teachers to pursue masters' program with specialization typically in biology. Science teachers of the K to 12 spiral progression approach were competent in the preparation of subject contents in earth science, biology, chemistry, and environmental and resource issues, instructional materials and learning assessment. However, they showed limitations in the preparation of subject content in Physics and indigenized and contextualized instructional materials.

DISCUSSIONS

Science teachers employed student-centered approach such as problem-based and inquiry learning in their instruction facilitating students to become scientifically literate as innovative and critical problem solver. Findings also showed that the younger the science teachers, the more they become prepared in teaching science concepts in biology, physics and environmental subjects. Moreover, science teachers with more years of teaching experience tend to be more well-prepared in the subject contents, and instructional materials. Moreover, a well prepared science teacher in subject contents, instructional materials and learning assessment are more likely to apply problem-based and inquiry learning approach in science. Likewise, science teachers who apply problem-based and inquiry learning tend to become more prepared in the subject contents, instructional materials and learning assessment of the spiral progression approach of K to 12 science curriculum.