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Contextualization In Philippines

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2.1 Contextualization and Localization in Science Education Science education in the Philippines is faced with various challenges regarding students and teachers accomplishments in international assessment studies. Several factors were identified as to the reasons why many and still a number of Filipino students have poor performance in science, these are the following: the quality of teachers, the teaching and learning process, the school curriculum, the instructional materials, and the support from administrators (UP NISMED, 2005). Efforts were being undertaken in order to address these challenges in the basic education, and that is to improve the quality of the science curriculum in elementary and secondary education as well as providing …show more content…

Moreover, learning the content must be contextual. It is also the responsibility of the stakeholders involved in education to make sure that the learning science must be holistically taught integrated with other fields of sciences and explanations must constructed using evidences. “School science should be relevant and useful”. Science must be taught and organized around situations, problems or activities that are engaging to students. In able to allow learning to become more meaningful and relevant, localization of the curriculum would be needed (UNESCO, n.d.). “School science should nurture interest in learning”. The classroom activities must not be confined merely on textbooks but also using hand-on activities that encourage them to be active learners. “School science should recognize that science and technology reflect, influence, and shape our culture.” Learning science must also be relevant to the experiences of the students from the place or environment they interact with. The science and technology should be integrated with every aspects of life including culture. In addition, the use of local resources found in the environment would direct that science and technology are strongly linked and learning science must be related to local conditions concerning …show more content…

One is constructivism by Bruner, states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Contextual Teaching Learning (CTL). According to Dease (2012) that learning can only occur when students are able to connect between content and context. Febby (2011) also define CTL as a concept of learning that help teachers link between materials taught with real world situations to students and encourage students to make connection between the knowledge possessed by its application in their lives as family members and the community. Situated

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“Teaching science is effective when students existing ideas, values and beliefs, which they bring to a lesson, are elicited, addressed and linked to their classroom experiences at the beginning of a teaching programme” (Hipkins et al 2002). It is clear that students do not arrive in class as ‘empty vessels’, and Hipkins et al argue that meaningful learning and understanding occur as a conscious process whereby new knowledge is linked to an existing foundation. If the foundation is incorrect or confused, then true understanding cannot occur; at best facts or figures are memorised in order to pass tests without any assimilation of these facts into the learners existing understanding of the subject matter. Furthermore, children with misconceptions can convince others in a group to take their perspective (Snyder and Sullivan, 1995), rendering co-operative learning a destructive rather than constructive method of teaching.

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In Lee Maracles’s interview with Context: Beyond the Headlines, Maracle explains the healing properties of literature and how expression through poetry has helped her advocate for Indigenous people. The medicinal properties of literature are a sacred belief of the Stó:lō peoples. The power of poetry helps relieve the chronic wounding created by the colonizers. Maracle begins by addressing how the movement of colonialism caused irreversible intergenerational trauma among the Indigenous communities. She shames the Canadian government because none of the real people who evoked the damage had ever faced confrontation.

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-Students’ motivation and meaningful learning in primary science and technology According to Brady (2008), young children usually show an innate attraction towards science and technology. As teachers, we should take advantage of that innate attitude and develop age-appropriate experiences in order to make science come alive in unique and meaningful ways for children. However, the latest science literary NAP report conducted by the NSW Education Standards Authority (2015) reflects that even though most students show interest in learning new aspects of science, many of them do not relate science to their daily lives. In other words, they are not able to assess information accurately when making decisions in the real word.

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Science and technology have had a major impact on society. It has changed the way we interact, transport, and can even change the length and quality of life itself. Science has changed our learning abilities too, we now have ipads at our elementary school and it helps students

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All individuals are surrounded by a massive environment which eventually begins to influence all parts of one’s life. In a broad context, everyone is influenced by each other; creating an interest beneficiary relationship. However, in a general context, the environment imposes a much bigger influence on both parties; affecting one’s perspective and opinion. This big general context becomes one of the reasons people shape their thoughts and behaviors around their specific environment. In the essay “Selections from Hard to Get: Twenty-Something Women and the Paradox of Sexual Freedom,” Leslie Bell discusses how women could have “splitting” when they gain the contradictory directives from a pre selected society.

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They examined a unique model of collaboration in the U.K., that reflected how the research can inform teaching and vice versa. The study concluded that power and responsibility needs to be shared between researchers and teachers for the research to be relevant and meaningful. In other words, there is a need of an exchange of knowledge between researches and schools rather than a transfer of knowledge from researchers to schools. In my opinion, science in general should focus in the real-world experiments.

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Human action and intentions are key components in making a person who they are. In his article “The Power of Context: Bernie Goetz and the Rise and Fall of New York City Crime”, Malcolm Gladwell proves that “behavior is a function of social context” (156). Gladwell describes this as the Power of Context, this power is then involved in influencing every person’s life. The Power of Context especially shaped the GenMe generation as described by Jean Twenge in her article “An Army of One: Me”. Narcissism was created from the obsession with self-esteem, creating an epidemic of self obsession.

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Nowadays, it’s a little more difficult to speak your mind without your words being plagiarized. James Porter in “Intersexuality and the discourse community” from Writing about Writing, argues “that these common ideas about authorship, originality and plagiarism don’t account for how texts actually work and how writers actually write.” What this is basically saying is that if a writer borrows ideas from other writing without acknowledging that borrowing, that is considered plagiarizing. My question is, so how do we make sure what we’re genuinely writing hasn’t already been said before? Genuine originality is difficult because there’s so much that has already been said.

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He argued that science is essential to our understanding of the world and plays a crucial role in shaping our society. He stressed that science should be a public trust and that it is the responsibility of scientists to use their knowledge for the benefit of humanity. He supported his argument with a variety of examples, including the role of science in creating new technologies and in solving important social problems. He also spoke about the importance of international cooperation and the role of scientists in working together to create a better

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Strict science class give children the one write conclusion, before so they know what to expect, taking the true sense of discovery out of the picture. It not only takes out the ability for students to feel accomplished, but also takes the point out of experimenting. We experiment to answer the question or solve a problem. Why try when the answer is there for you in black and white? Also, relating to the first paragraphs, students in art class are taught how they should look at art.

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(Miller & Almon, 2009). Children can learn from the different activities that the curriculum provides that fit all the students. In addition, children have the choice to choose which activity they want to do, and they have the chance to talk or share their opinion. Moreover, these curriculums are necessary conditions for ensuring optimal growth and development of young

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Constructivism Constructivism as a prototype posits that learning is an active constructive process.

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Ever since learning the basics in elementary, science has been my favorite subject. It came easily to me, I barely had to try to achieve good grades. My passion for science had been unwavering, until one class caused me to question everything I previously felt about the subject. I decided to challenge myself and

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Evolving methodologies for curriculum and instruction are essential to improving how we educate. McMillian positions that essential to this is understanding the value of scientific inquiry. He explains, “the principles of scientific inquiry provide the foundation for conducting studies…analyzing educational problems, making decisions, and designing, conducting, reporting, and evaluating” (McMillian, 2016, p. 7) to provide significant benefits for engaging students and affecting achievement. Among the changing methodologies is the consensus that the use of STEM-education concepts are necessary to prepare students for 21st century skill-building. Subsequently, this has led to an instructional methodology that highlights math-centered curriculum, and the instruction of science and technology as independent of core content.

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Science cannot relate in anyway possible because it 's something that you have to learn thoroughly not something that just comes to

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