The High School Teacher: Content Knowledge and Identity Threat
Incidentally, according to a recent report from NASA, the past month of January has been a record month in two areas for the arctic region. It has been the warmest:
|Above copied from NASA|
|Above copied from NSIDC|
...Rejection of sound scientific conclusions is often rooted in value commitments rather than ignorance, and science teachers are not immune from this tendency. A question measuring political ideology was a more powerful predictor of teachers’ classroom approach than any measure of education or content knowledge....In the Philippines, the situation is a lot more challenging. Just recently, famed boxer Manny Pacquiao was recently quoted:
“Do you see animals mating with the same sex? Animals are better because they can distinguish male from female. If men mate with men and women mate with women they are worse than animals.”There is no doubt with regard to the strength of a religious conviction in the above statement. Of course, people are entitled to their opinions. However, with regard to science, that is not the case. It is known that animals exhibit homosexual behavior. Here is an example from the International Journal of Primatology.
The paper, " Climate confusion among U.S. teachers", ends with the following note:
Our data suggest that, especially for political or cultural conservatives, simply offering teachers more traditional science education may not lead to better classroom practice. Education efforts will need to draw on science communication research and acknowledge resistance to accepting the science and addressing its root causes. College and university instructors will need help reaching teachers and teachers-in-training who bring diverse political and value commitments to the classroom—particularly in avoiding “boomerang effects,” in which attempts to promote a particular view can instead harden opposition. This may entail acknowledging and addressing conflicts that teachers (and their students) may feel between their values and the science. Such instruction will promote understanding of the science as well as the pedagogy that future teachers will need to promote climate science literacy.
Without doubt, the above applies to Philippine basic education as well.