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SAMPLE Concept Presentation

The document discusses the challenges in K-12 science instruction in the Philippines, highlighting issues such as insufficient localization of curriculum, declining science literacy rates, and lack of student engagement. It outlines the ideal scenario where science instruction is contextualized to meet students' needs and lists potential reasons for the gap between current and ideal conditions, including teacher quality and curriculum issues. Additionally, it mentions interventions taken to address these problems and raises unanswered questions regarding the localization of science instruction in Mati City, Davao Oriental.

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canijayann07
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5 views9 pages

SAMPLE Concept Presentation

The document discusses the challenges in K-12 science instruction in the Philippines, highlighting issues such as insufficient localization of curriculum, declining science literacy rates, and lack of student engagement. It outlines the ideal scenario where science instruction is contextualized to meet students' needs and lists potential reasons for the gap between current and ideal conditions, including teacher quality and curriculum issues. Additionally, it mentions interventions taken to address these problems and raises unanswered questions regarding the localization of science instruction in Mati City, Davao Oriental.

Uploaded by

canijayann07
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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SAMPLE ONLY

The conditions which give rise to the research questions are:


a. The supposed localization of K-12 instruction is not sufficient in terms of medium and
context due to inefficient representation of local idea, material, and culture in the
curricular design;
b. The alarming decline of science literacy rate in the Philippines;
c. The deterioration of student engagement and participation in class's teaching-learning
process primarily because subject content is impractical, and the context is foreign to the
students; and
d. The waning of science literacy amongst students due to a multitude of factors according
to SEI-DOST (2011) it is manifested through the following:
• Low retention of concepts;
• Limited reasoning and analytical skills;
• Poor communication skills; and
• Unable to apply basic science concepts.
SAMPLE
The ideal situation would have been that
Science instruction should be contextualized to suit the student’s
needs and interests such that it motivates learners to be active
participants in the teaching-learning process. Moreover, science
instruction must develop students’ comprehension, analysis, and
application of concepts as well as hone the scientific values and
attitudes of the students.

SAMPLE
The possible reasons for the discrepancy between the current
condition and the ideal situation can be attributed to
• Quality of teachers;
• Teaching-learning process;
• The school curriculum;
• Instructional materials; and
• Administrative support.

SAMPLE
The following interventions that have been done to solve the problem
are
a. Mass trainings and seminars are conducted annually for teachers and
school administrators to equip them with skills and knowledge on the K-12
curriculum and its optimum implementation
b. The implementation of CPD law to ensure that teachers are continuously
enhancing their pedagogical knowledge and abreast with current trends in
education
c. Allocation of budget on every schools for building additional classrooms
and purchasing equipment to enhance students’ learning experiences
d. Concurrent revisions and distribution of Learner’s Materials and Teacher’s
Guides online.

SAMPLE
The following facts/findings have been reported in related studies
about this problem are
a. Teachers find it hard to look for substantial sources/references of
contextualized knowledge for it to be integrated in their lessons;
b. The lack of instructional materials to supplement contextualized science
instruction poses a big concern for teachers;
c. Western cultural definitions in science marginalize localized knowledge;
and
d. Teachers’ willingness to adapt the approach and adeptness in science
instruction is a factor for the effectiveness of the instruction.

SAMPLE
The following questions about the problem, however, still
unanswered

a. Have the science teachers of Mati City, Davao Oriental localized their
science instruction?
b. How do science teachers apply localization in their lesson?
c. What are the localized materials and practices have been integrated by
teachers in their science teaching?
d. How does localization of science instruction impacts students?
e. Is it significant to localized science teaching in Mati City, Davao Oriental
and why?

SAMPLE
SAMPLE ONLY

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