I have recently got admitted to National Institute of Education (Nanyang Technological University) in Singapore.
You will be greatly appreciated if you help raise fund for my post-graduate education. Sending you lots of gratitude!
Here is my proposed action-research topic for my thesis. Organizing free trainings and seminars to teachers is also my path after I graduate.
GEARING UP THE TEACHERS:A Proposed Action-Research Topic on the Teacher’s Experience with the New Philippine K-12 Science Curriculum
In the school year 2012-2013, a shift in the paradigm of Philippine education happened as the new science curriculum was introduced together with the implementation of the new K-12 program. In this new science curriculum, topics across grade levels follow a spiral progression to ensure that the topics are well-connected with each other across grade levels.
A NEED FOR FURTHER RESEARCH
As a relatively new curriculum implemented in the Philippines, extensive studies and research is highly required to so that a lavish flow of additional information and innovative ideas are generated for the continual progress of the program.
There had been a very minimal research conducted before the actual implementation of the K-12 program. The law enacting this new schooling system was approved in May 2013, while the “enhanced” Grade 1-7 curriculum was already implemented in 2011. However, there had been no thorough research as to the content and actual delivery of the curriculum. There is an archive of all the suggested learning and teaching materials that is accessible to both private and public school teachers but there was no research conducted to ensure the effectivity of these materials.
Five years has passed from the implementation of the new curriculum but there had been no visible and concrete action taken by the Department of Education to supply the new curriculum with a scientific research to back up the structure of the curriculum.
THE NEW SCIENCE CURRICULUM: FEATURES AND CHALLENGES
In the previous curriculum, Biology, Chemistry and Physics were taught in different levels of secondary schooling while little emphasis on Astronomy and Earth Sciences were given in both primary and secondary. In the new curriculum, all these branches of Science were tied in each grade level but topics are spread in such a way that they are level appropriate. Comparatively, in terms of the practicality of concepts covered, the new curriculum offers more relatable topics. However, the lack of depth sets back the learners as it does not equip them with sufficient foundational knowledge especially when they want to pursue science as a career. Coupled with a very limited time to execute the lessons in a way that will stick to the students’ understanding, a huge percentage of government schools cannot provide decent science laboratory facilities to gear students with practical science skills; it also takes away the learners’ opportunity to learn hands-on. In its defense, the curriculum aims to produce students who are scientific research oriented. Across grade levels, learning through scientific discovery were facilitated. In some degree, the curriculum forged a bond on the learner’s perception on how science is at play in homes and community Efforts had also been made to make the topics more focused on the local phenomena and natural resources which make it more relatable to the Filipino’s lives.
PROBING ON THE TEACHER’S ABILITY AND EFFECTIVENESS TO DELIVER
The curriculum is only as good as how it is carried out in the classrooms. This is why I want to focus my research on how teachers are being equipped to face the challenges in getting across the contents of the curriculum to the learners. Being in the frontline of the implementation of the curriculum, teachers have the greatest impact in its execution. I want to investigate how effective in-service trainings were given to teachers to equip them with skills that will empower them to become more reliable facilitators of learning. Science curriculum starts in Primary 3 in the K-12 program; this is why the research will focus on trainings provided to lower primary science teachers in government schools. In order to gauge how effective and responsive the trainings are, descriptive analysis is needed to inspect the upfront and underlying problems encountered by science teachers in the classroom. The findings of the study will be used to design a series of trainings that will gear up the teachers with the appropriate skills to set up a classroom that fully demonstrates and realize the ideal outcome of the curriculum – a learning experience that is not only conducive but is also captivating for young learners of science in spite of the country’s lack of resources.
LOCALIZED PUBLICATION FOR FILIPINO SCIENCE EDUCATORS
When I was teaching science, I experienced the struggle of finding teacher references which are set in the context of Philippine education and culture. I would usually find myself resorting to western resources and try my best to modify it to cater my students’ backgrounds. While it is true that science concepts are universal, it is also true that teaching science is more effective when learners find it to be relative to their daily lives and experiences. Sharing the results of this research will add to the pool of local resources which Filipino teachers can turn to. It would be more than a compilation of the challenges faced by Filipino science teachers, but, rather, it would be a window that will show a myriad of perspectives on how to address these challenges without sacrificing the quality of learning delivered to the students.