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 Science Teachers’ and Senior Secondary Schools Students’ Perceptions of Earth and Environmental Science Topics

2013 ◽  
Vol 29 (2) ◽  
pp. 202-220 ◽  
Author(s):  
Vaille Dawson ◽  
Katherine Carson
Keyword(s):  
Science Teachers ◽  
Environmental Science ◽  
Science Curriculum ◽  
Earth Science ◽  
Secondary Science ◽  
Teachers And Students ◽  
Teacher Professional ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
The Impact

AbstractThis article presents an evaluation of a new upper secondary Earth and Environmental Science (EES) course in Western Australia. Twenty-seven EES teachers were interviewed and 243 students were surveyed about the degree of difficulty, relevance and interest of EES topics in the course. The impact of the course on students’ views about EES topics was also explored. It was found that more than two thirds of the students chose to study EES because of personal interest. However, students perceived that some Earth science topics were difficult, boring or irrelevant. A lack of content knowledge from lower secondary science contributed to these perceptions. Nevertheless, teachers and students perceived that their understanding and attitudes towards environmental science topics such as climate change was improved. With the advent of a new Australian senior secondary science curriculum that includes EES, the implications of the findings for curriculum development and teacher professional development are discussed.

scholarly journals APPRAISING INSTRUCTIONAL MATERIALS UTILIZATION IN THE COURSE OF SCIENCE TEACHING IN SENIOR SECONDARY SCHOOLS IN ZAMFARA STATE

2017 ◽  
Vol 17 (1) ◽  
pp. 8
Author(s):  
Abdullahi Nasiru ◽  
Afees Akanni Amuda ◽  
Dahiru Audu Mohammed ◽  
Ashiru Saidu
Keyword(s):  
Secondary Schools ◽  
Science Teaching ◽  
Science Teachers ◽  
Instructional Material ◽  
Negative Attitude ◽  
Instructional Materials ◽  
Poor Students ◽  
Science And Government ◽  
The Government ◽  
Senior Secondary Schools

The paper examined the rate at which instructional material is been put to use in science teaching in secondary schools in Nigeria. The paper looked at the meaning of instructional material, it utilization, some common science instructional material were also looked at, the role play by instructional material in Science teaching were also discussed. The paper looked at some major problems of science teaching as resources problems, teachers’ problems which include lack of adequate professionally trained physics teachers, students’ problems which include poor students’ background in science and negative attitude of students towards science and government/stakeholders’ problems which include poor remuneration/incentive of the science teachers, there is no effective supervision, inadequate instructional materials .The resultant effects are increased in massive failure of science students in senior school certificate examination and negative attitude towards science. The paper therefore concludes that concern on science teaching should be judged to the extent by which the importance of science teaching is well understood by the stakeholders and the entire populace in our country. Some of the recommendations highlighted include prompt and proper remuneration of science teachers, provision of adequate instructional materials by the government /stakeholders and that governments should be organizing conferences and workshops with aims to enlightening teacher and general public on importance of science well as effective teaching of science in secondary schools.

scholarly journals The Perceived Purpose of Professional Development Programs from the Science Teachers’ Perspective in Saudi Arabia

2020 ◽  
Vol 14 (3) ◽  
pp. 18
Author(s):  
Mobarak M Alqahtani
Keyword(s):  
Saudi Arabia ◽  
Science Teachers ◽  
Science Curriculum ◽  
Saudi Arabian ◽  
Development Programs ◽  
Policy Makers ◽  
Saudi Students ◽  
Substantial Investment ◽  
The Government

The Saudi Arabian Government has made a substantial investment in reforming the science curriculum in Saudi Arabia. Creating sustainable education is a top priority of Saudi Arabian policy makers (BenDehash, 2005). The level of education received by students must prepare them for fieldwork in their area of expertise and, ultimately, help them to contribute to improving the economic position of the country. Studies have shown that reforms to the science curriculum that consider developments in local contexts increase the quality of students’ outcomes. For this reason, the government has developed a new curriculum in 2008 to target key learning areas of students and, ultimately, increase their academic performance. As BenDehash (2005) rightly asserts, radical development of the old curriculum addressed the rapid changes in local and international environments and assisted Saudi students to gain appropriate and relevant skills that will allow them to contribute both locally and internationally. This study will seek to address the discrepancies in PD programs in Saudi Arabia as well as provide insight for other countries in implementing successful PD programs for teachers.

scholarly journals An Investigation into the Challenges Facing Administration of STEM Education in Gwagwalada Universal Basic Education Junior Secondary Schools in FCT, Nigeria

2020 ◽  
Vol 2 (1) ◽  
pp. 59-78
Author(s):  
Ogunode Niyi Jacob
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Stem Education ◽  
Basic Education ◽  
Development Program ◽  
Negative Attitude ◽  
Instructional Materials ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
The Government

This study aimed to investigate the challenges facing the administration of STEM Education in Gwgwalada junior secondary schools of FCT, Nigeria. The study employed a descriptive survey design. The instruments used for data collection were questionnaires titled:' Challenges facing Administration of STEM Education Questionnaire” (CFASEQ).The sample for the study comprised of 200 teachers. A simple random sampling method was used to select the sample. One hypothesis and three research instruments were used for the study. Test and retest were employed to determine the reliability of the instrument. Simple percentages were employed to analyze the data collected and a chi-square test was used to test the hypothesis. The study revealed that challenges are facing the administrations of STEM Education in Gwagwalada junior secondary schools and these challenges include; inadequate infrastructural facilities, shortage of science teachers, lack of instructional materials, lack of motivation, inadequate fund, poor supervision, high population, poor capacity development program for science teachers and negative attitude of students towards STEM education. The result also revealed that100% of the respondents agreed that the implications of the challenge facing the administration of STEM Education are responsible for poor implementation of STEM education in Gwagwalada junior secondary schools of FCT, Nigeria. From the finding, it was recommended that the government increase the funding of education and give more priority to STEM Education.

scholarly journals PENGEMBANGAN PAKET PROGRAM COACHING BERBASIS VIDEO UNTUK PENINGKATAN KOMPETENSI MENGAJAR GURU SAINS

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Ari Widodo ◽  
Riandi . ◽  
Bambang Supriatno
Keyword(s):  
Professional Development ◽  
Experimental Study ◽  
Research And Development ◽  
Science Teachers ◽  
Teacher Professionalism ◽  
First Year ◽  
Teacher Competencies ◽  
Teaching Competencies ◽  
Second Year ◽  
The Government

Abstract: Developing a Video-Based Coaching Program Package to Improve Science Teachers’ Teaching Competencies. A number of programs have been launched by the government to improve teachers’ teaching competencies. It seems, however, there is no significant improvement in the practice. This paper presents results of a three-year research project employing the Research and Development (R & D) design. In the first year, a needs assessment was conducted to identify teachers’ needs for their professional development. Based on the results of the first year, a video-based coaching package was developed in the second year. In the final year, an experimental study was conducted to assess the effectiveness of the coaching package. The study reveals that through the coaching package there is improvement in teachers’ ability to reflect on their own practice as well as their teaching competencies. Keywords: video-based coaching, teacher competencies, teacher professionalism, science

scholarly journals The Understanding Of Science Teachers At SMP In Implementing SDG's Value Into Science Curriculum

Khazanah ◽  
2020 ◽  
Vol 12 (2) ◽  
Author(s):  
Annisa Fitri ◽  
Keyword(s):  
Science Teachers ◽  
Learning Process ◽  
Preliminary Data ◽  
Science Curriculum ◽  
Earth Science ◽  
Sampling Technique ◽  
Clean Energy ◽  
School Curriculum ◽  
Science Content ◽  
Understanding Of Science

Science curriculum at SMP (Sekolah Menengah Pertama) is an integration of Physics, Biology, Chemistry, Astronomy, and Earth Science. (SDG’s) sustainable development goals which has been created by UN (United Nations) should be infused into school curriculum. There are five points of SDG’s i.e ; (1) Clean water and sanitation, (2) Clean energy, (3) Climate change, (4) Life under water, and (5) Life on land, will be implemented into science curriculum. Method of this research is quantitative descriptive. Sample has been taken by puposive sampling technique. Preliminary data has been taken from 23 science teachers. After that, about 60 science teachers in SMP at Bandung contributed in this research survey. From preliminary data, half of teachers have never been implemented SDG’s value into learning process. Researcher found that more than 90% teachers agree if SD competences will be infused to learning process. This research can be a reference for education stakesholder, escpecially teacher and curriculum developer in connecting values of SD with science competences. Perception and understanding of teacher must be different each other. Because of that reason, the understanding of science teacher about SD values need to surveyed in order to develop science content curriculum.

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.

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.

Sign in / Sign up

Export Citation Format

Share Document