Junior High School Teacher's Adaptation on The K-12 Science Spiral Progression Curriculum
Keywords:
Adaptation, K-12, Spiral Progression, CurriculumAbstract
The study aimed to explore the experiences of Junior High School Science Teachers in adapting the spiral progression in teaching science. This study used a qualitative method using phenomenological approach to investigate the experiences of junior high school science teachers in adapting the spiral progression in teaching science. Teachers observed that spiral progression approach was appropriate for the learners’ development. The concepts were discussed from basic or simple to complex. However, the study found out that teacher-respondents perceived the spiral progression approach more disadvantageous than advantageous. Teachers highlighted that they were having a hard time adjusting to the new curriculum because of numerous reasons; too many activities to be conducted in a short span of time; lack of mastery both by the teachers and the students; lack of quality learning materials; promoting and receiving not well-equipped learners; and teaching areas which are not their specialization. However, they also believed that using constructivist learning approaches, creating own learning materials and activities, studying new science concepts and attending seminars are ways to adapt with the change of the new science curriculum. Conduct further professional trainings and seminars for teachers in longer term that would help them adapt with the new science curriculum and be able to effectively transmit their knowledge to the learners.
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