How Is Deped's K-12? Ask a Chemistry Teacher
What is surprising is that most of the respondents in this study who are supposedly teaching chemistry in high schools in the Philippines have not even taken a single chemistry course in college. This is, of course, only expected as I noted in my commentary six years ago. There is already a shortage of science teachers. It only becomes worse when we expect one teacher to deliver instruction in biology, chemistry, physics and the earth sciences. Predictably, the study finds that
"Teachers are not well trained and lack the necessary preparation in using the spiral approach. Respondents expressed the opinion that if the teachers are not competent and prepared, least possible learning can exist for the students. Furthermore, chemistry is best taught by teachers who specialised in chemistry. Spiral progression requires heavy preparation since every teacher must learn and teach the four science subject areas. With some of them being non-majors make it even harder."Unfortunately, even if schools in the Philippines meet the conditions required for an effective spiral instruction, and these are well-trained teachers, adequate materials and facilities, the K to 12 science curriculum still leaves a lot to be desired. The chemistry curriculum, for instance, fails to cover first the foundations of modern chemistry and instead delves into a survey of materials, an exercise that is guaranteed to be superficial. A previous post on this blog, "Spiral Curriculum: When and How? Redundant versus Progressive?", elaborates more on this aspect.
It has been six years. Indeed, it is time to evaluate DepEd's K to 12. The Philippines' secretary of education says so.
|Above copied from the Inquirer|
Reviewing a curriculum, however, requires a correct approach. There are assessments that can inform us on whether a curriculum is working or not. Unfortunately, the only thing mentioned in the news regarding the secretary's initiative to review the curriculum are call centers and robots. Briones talks about "life skills" when we are not sure if students are even acquiring knowledge.