The teacher is the leader of inquiry in the science classroom. Teachers of science impart the excitement and value of science to their students. The science curriculum in Thailand represents a revolution of the traditional science curricula.
These new curricula attempted to develop three main characteristics of science. These are the gathering of scientific knowledge, the practice of scientific inquiry, and the development of scientific attitudes.
The science curriculum is designed to be activity-based that involve aspects of inquiry and discovery approaches. The theoretical and practical parts are integrated through laboratory work which has become an essential part of the subject. Students are required to perform experiments, observe, gather and organize data, interpret and draw conclusions from the data obtained.
The science curriculum in Vietnam specifies competencies on knowledge experimental skills, cognitive skills, study skills, and values. These competencies are stated each for biology, chemistry, and physics. The curriculum allows students to reflect and analyze how the themes of science and technology apply in real world contexts, the advantages and risks of new technologies, how humans use and benefit from plant and animal materials, and ways in which humans alter the environment.
Science is a mandatory course from years 7 to 10 in NSW Australia. A time allotment of hours in science is completed at year Students examine the historical and ongoing contribution of scientists, including Australian scientists, to scientific research. They examine the impact on their lives of scientific knowledge and its applications to their communities and surroundings.
Students work individually and in teams in planning and conducting investigations. They analyze data and information, evaluate issues and problems, identify questions for inquiry and investigation and draw evidenced-based conclusions. Through this problem- solving process they develop their critical thinking skills and creativity. Information and Communications Technology. The 21st century skills also espouse the need to develop ICT skills such as applying technology effectively, accessing, evaluating, and managing information effectively.
It is feasible to have a separate ICT subject for students in secondary education. Computer studies is offered in Brunei Darussalam from year 1 to 11 in basic education as a separate subject. The students study the computer system, measurement of storage, types of computers, input and output devices, operating system, managing files, softwares, mail merge graphic packages, computer aided design, computer aided manufacturing, spreadsheets, video conferencing, and LOGO programming.
In Malaysia, ICT provides support to learning, teaching, administrative, and management processes within the education system. The goal of ICT in Malaysia is to enable all students to reduce the digital gap between schools, ICT in education as a teaching and learning tool, as part of a subject and as a subject by itself, and using ICT to increase productivity, efficiency and effectiveness of the management system.
The Ministry of Education has formulated three main policies for ICT in education: 1 The first policy deals with the provision of ICT to all students as an enabler to reduce the digital gap between schools. In Singapore, strategies to enhance ICT skills are included in the master plan of the Ministry of Education until The ICT curriculum aims to develop various electronic learning materials, improve the quality of distance education, set up a courseware center, promote e-learning, develop e-books and set up e-libraries.
The strategy aims to extend the application of ICT in all sectors and areas especially in the education sector. It is an elective course that is mandatory in years 7 to 8.
Students have the option to take topics on artificial intelligence, simulation and modelling, software development and programming, authoring and multimedia, robotics and automated systems, and internet and website development. In the subject, the students will identify a need or problem to be solved, explore a range of possible solutions and produce a full working solution.
They will use a variety of technologies to create, modify and produce products in a range of media formats. Other subjects. The other subjects in each country include languages, history, geography, principles of accounts, economics, commerce, religion, arts, and music.
The Philippines is the only country that does not offer a subject to learn foreign language. Brunei Darussalam and Singapore offers the most number of humanities and social science subjects that includes IRK, geography, principle of accounts, and a variety of literature subjects. Malaysia, Philippines, Vietnam, and Thailand have 4 to 5 humanities and social science subjects. The Philippines has the most number of subjects for religion as compared with other countries.
Analysis of the Basic Education of the Philippines: 23 Implications for the K to 12 Education Program The Philippines has the most limited subjects for the arts which is only arts and music that are also integrated into one subject. Other countries, aside from music and arts, have design and technology, art and design, drama, higher art, and higher music. Assessment The assessment plays an important part in the teaching and learning process. The assessment results provides information to teachers to determine areas they need to improve in their teaching and provide better remediation for students who are not able to meet the standards.
This idea is best accomplished if teachers and administrators acquire the skills of interpreting and using assessment results to inform their teaching. The classroom assessment in the Philippines is carried out mostly for the purpose of grading students and ranking schools.
The teachers need to use assessment to further help students learn by providing descriptive feedback on skill areas requiring improvement formative assessment and not just limited to grading.
Local examinations are also provided in the Philippines. Students are provided with the scores but not with detailed feedback. National examinations are also provided in the Philippines which are paper and pencil test in multiple choice format. There is also a diagnostic test for reading proficiency given to grade 4 students in public schools called the Phil-IRI.
The National Career Assessment Examination is also administered to students at year 10 for the purpose of determining high school students career options based on their suitable field and interest. The Philippines have limited participation to international surveys of student achievement.
These international surveys could have provided information on system performance levels, and how well standards or learning goals are met in order to inform educational policy and practice. Analysis of the Basic Education of the Philippines: 24 Implications for the K to 12 Education Program Synthesis and Discussion The present basic education curriculum in the Philippines when compared to other countries showed to have some particular areas of strengths and weaknesses.
These areas need to be addressed in order to have a better implementation of the K curriculum. The aim of education in the Philippines emphasized on functional literacy. Functional literacy would mean extracting and processing complex meanings from text and other printed forms of language OECD, However, this focus can be interpreted as superficial because of its limit to decoding and limit on cognitive processes involved Bernardo, The curriculum involved in English, Mathematics, and Science involves skills beyond functional literacy.
Functional literacy in the Philippines is defined within a range of skills and competencies cognitive, affective, behavioral that enables individuals to live and work as human persons; develop their potentials; make critical and informed decisions; and function effectively in society within the context of their environment and that of the wider community local, national, global in order to improve the quality of their lives and that of society.
These indicators are not within the scope on the common understanding of function literacy among experts. The adoption of functional literacy as the aim and focus needs to be studied and thought well. The entire duration of time spent for teaching and learning in the Philippines is 10 years which is the shortest when compared with other countries in Asia and Australia other countries spend around years of basic education.
As a consequence the content, skills, competencies, and values that need to be learned are all compressed in the 10 years with longer periods of schooling for each subject area. The curriculum tends to be crowded given the number of subjects and content that needs to be taken up. These are five subjects in one with the least time devoted. This type of integration in five disciplines is only true for the Philippines. There is no clear mechanics on how the integration is done effectively across the skills with limited period of time for teaching and learning.
The Philippines have the most number of students for every one teacher from year 1 to year Instruction and ease of flow of the activities are affected with large amount of students. Overcrowded classes results to teacher fatigue and some students will not be managed well. This effect is better for students with low income families.
In reduced class sizes, teachers change their teaching strategies by providing individualized instruction and higher quality of instruction. The progression and sequence of learning in the basic education curriculum is not continuous. There is discontinuity of several mathematics skills from year 1 to 10 especially in the areas of algebra, statistics, and geometry. Algebra is only introduced at the beginning of year 1 then continued to year 2 and studied again in year 10 - there is a gap in year 9.
Statistics is only concentrated and taught for one year and is not reinforced and deepened in the other years. The same is also true for the biology, chemistry, and physics where each subject is taken up for one year biology- year 2, chemistry-year 3, and physics-year 4. The discontinuity is not only true in the progression of the subject areas.
There is also disjoint across preschool to primary, and from primary to secondary education where skills expected on the first year of every stage year 1 and year 7 are not built on the previous years preschool, year 6. This happens because there is no stipulated expected graduate attributes for each stage. Students need to increase capacity in what they have learned in order to transfer this learning into new situations Bruner, The curriculum should revisit the basic ideas, repeatedly building upon them until the student understands them fully.
This theoretical assumption supports the idea of having a continuous or spiral across the basic education years. The primary years require literacy skills and this should be assured in kindergarten. The literacy skill is expected in year 1 and the preschool education should be able to assure that the skill is developed. Important and basic learning outcomes are not covered in the Basic Education Curriculum in the Philippines. There are significant learning outcomes that are not covered.
For example, the Philippines do not cover mastery of the 3Rs in the primary years which is an important skill in order for students to succeed in all other subject areas.
Basic ICT skills are also not covered in the primary years and students need the ICT skills as early as the primary years in order to access technologies that need to be used other subjects such as science and mathematics or even in the real world when students have access to computers in their own houses.
Problem solving skills are also not emphasized. Problem solving goes beyond functional literacy where students think of strategies to find solutions or answers when there are obstacles or the solution is not readily available.
Analysis of the Basic Education of the Philippines: 26 Implications for the K to 12 Education Program The skills emphasized in the curriculum are very theoretical and content- driven especially in the mathematics, science, social studies, history, and other subject areas. Examples of such are the focus of computation in mathematics, manipulation of mathematical equations, heavy content specifications in biology, chemistry, and physics.
The curriculum should balance content with producing students who can utilize such content in the improvement of their daily undertakings. Above the content is the emphasis in developing higher order skills beyond the superficial processing presented to students. Specialized tracks in the upper secondary years year give students in other countries an advantage for developing further skills for higher education. People need to be competent in their skills in order to contribute to their society.
The specialized competencies allow learners to meet the expectations and demands of work. The extended number of years devoted for specialized tracks allows students to explore the suitable areas of study appropriate for them. This also makes students prepared for the competencies expected in the universities and colleges.
Multiple tracks that will be created means reduction of class sizes, prevention of student and teacher burnout because of the shorter instructional cycles, increased opportunities for students to for studying, and perhaps alternative salary benefits for teachers who can teach in the specialized tracks.
The Philippine curriculum has limited specification on how instruction is delivered and the teaching of learning strategies. The present Basic Education Curriculum only provides a list of general and specific objectives for each subject areas Minimum Learning Competencies and some outline of topics that needs to be taught. In the Secondary Education Curriculum, the English curriculum is the only subject that specified the type of instruction used while there is no specification in other subject areas and from years 1 to 6.
However, the other subjects such as science, mathematics, and in the primary years, the instruction to facilitate the development of cognitive skills needs to be specified. The English curriculum in the secondary level specified the teaching of learning strategies and this is absent in mathematics and science.
Specific learning strategies that need to be taught should be specified especially in solving complex problems and thinking logically. This was even recommended by Care and Griffin that teaching mathematics should involve metacognition and self-regulation processes. The Philippines does not have a strong curricular program on Information and Communications Technology. The Philippines is the only country that does not have a separate educational program on ICT for the primary and secondary years.
Students by the time they have completed their basic education should be prepared to deal with the advancement in technology around them such as the use of computers, cell phones and other technological devices. Other countries have strengthened their ICT educational programs by emphasizing the use of technology and recent tools in to build further the skills of students such as in Malaysia, Singapore, and NSW Australia.
National Assessment is administered to students in the Philippines only to rank the best performing and lowest performing schools. Other countries like Malaysia, Singapore, and NSW Australia uses their national assessment in to streamline students in different tracks. Students who are more advance are able to take a faster or advance track.
However, there is no educational program in the Philippines to place students according to their ability and interest results. The national examinations given to students must serve more functions in aiding the teachers in the kind of intervention given to students.
The results of classroom assessment need to be utilized to inform improvement of instruction and student learning. The scores of local and national tests are just distributed to students without feedback on what specific competencies and skills they still need to improve. There is no conscious use of the results of classroom assessment.
Teachers need to develop how to interpret and use the results of NAT and SReA to further develop their instruction and remediate students that did not reach the standard skills. Sachin Chavan is Ph. September 16, December 30, September 7, Your email address will not be published.
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