Main Article Content
The Philippines is a country in Asia which in its curriculum requires English as the medium of Instruction, even so the scientific ability of students in the Philippines is not so good as seen based on PISA 2018. Many things can be learned from the curriculum of other countries so that it can be an illustration of how the curriculum should be perfected. This article provides an overview of how the process of science lessons taught in Philippine schools and the obstacles it faces. The method used is In depth Interview with qualitative analysis. This article suggests that the medium of instruction is important for the continuity of the learning process in the classroom, at the same time this can be a lesson for schools in any country that will carry out the bilingualization process in their schools or use a second language as a medium of instruction, to pay attention to the long-term effects on students and conduct research. depth before applying the approach.
Copyright (c) 2021 Dadan Sumardani
This work is licensed under a Creative Commons Attribution 4.0 International License.
Beasley, W. (1999). Meeting the Needs of Science Teachers and Students: The Philippines Experiment. Secondary Education Series, 151–162.
Bernardo, A. B. I. (2004). McKinley’s questionable bequest: Over 100 years of english in Philippine education. World Englishes, 23(1), 17–31. https://doi.org/10.1111/j.1467-971X.2004.00332.x
Bernardo, A. B. I., Limjap, A. A., Prudente, M. S., & Roleda, L. S. (2008). Students’ Perceptions of Science Classes in the Philippines. Asia Pacific Education Review, 9(3), 285–295. https://doi.org/10.1007/BF03026717
Björklund, C., & Ahlskog-Björkman, E. (2017). Approaches to teaching in thematic work: early childhood teachers’ integration of mathematics and art. International Journal of Early Years Education, 25(2), 98–111. https://doi.org/10.1080/09669760.2017.1287061
Chiu, M.H. (2007). A national survey of students’ conceptions of chemistry in Taiwan. International Journal of Science Education 29(4), 421-452.
David, E. C. (2019). Partnership and collaboration: understanding the counsellor-principal relationship in the Philippine context. British Journal of Guidance and Counselling, 47(6), 698–711. https://doi.org/10.1080/03069885.2017.1413167
DepEd. (2019). Policy guidelines on the K to 12 Basic Education program. Retrieved from https://www.deped.gov.ph/wp-content/ uploads/2019/08/DO_s2019_021.pdf
Faragher, R., Chen, M., Miranda, L., Poon, K., Rumiati, Chang, F. R., & Chen, H. (2021). Inclusive Education in Asia: Insights From Some Country Case Studies. Journal of Policy and Practice in Intellectual Disabilities, 18(1), 23–35. https://doi.org/10.1111/jppi.12369
Fry, S., & Mees, B. (2014). Culture as grand theory in East Asian employment relations.Asia Pacific Business Review, 20(4),603–617. doi:10.1080/ 13602381.201
Granville, G. (2019). Design in the Secondary Curriculum. The International Encyclopedia of Art and Design Education, 1–11. https://doi.org/10.1002/9781118978061.ead104
Hubler, C. (1964). Science education in the Philippines. Science Education, 48(4), 334–339. https://doi.org/10.1002/sce.3730480411
Jimlan, J. I. T. (2019). Heart-Centered Management Training Program for Public Secondary School Principals in the Island of Panay, Philippines. Journal of Physics: Conference Series, 1254(1). https://doi.org/10.1088/1742-6596/1254/1/012007
Lingard, B. (2013). The impact of research on education policy in an era of evidence-based policy. Critical Studies in Education, 54(2), 113–131. https://doi.org/10.1080/17508487.2013.781515.
Lim, L., and T. Thaver.2014.“Inclusive Education in the Asia-Pacific Region.”. International Journal of Inclusive Education, 18 (10): 975–978.
Pawilen, G. T., Sibayan, I. S., Manuel, S. J. G., & Buhat, T. A. V. (2018). Developing a curriculum for the transition program of special learners in The Philippines. International Journal of Curriculum and Instruction, 10, 1–20.
Radu, L. (2011). John Dewey and progressivism in American education. Bulletin of the Transilvania University of Braşov, Series VII: Social Sciences and Law, 2, 85–90.
Rahayu, S., & Kita, M. (2010). An Analysis of Indonesian and Japanese Students’ Understandings of Macroscopic and Submicroscopic Levels of Representing Matter and its Changes. International Journal of Science and Mathematics Education, 8(4), 667–688. https://doi.org/10.1007/s10763-009-9180-0
Roy Montebon, D. T. (2014). K12 Science Program in the Philippines: Student Perception on its Implementation. International Journal of Education and Research, 2(12), 153–164.
Rutledge, P. B., & Hogg, J. L. C. (2020). In‐Depth Interviews. The International Encyclopedia of Media Psychology, 1–7. https://doi.org/10.1002/9781119011071.iemp0019.
Salvador, D. S., Omizo, M. M., & Kim, B.S. K. (1997). Bayanihan: Providing effective counseling strategies with children ofFilipino ancestry.Journal of Multicultural Counseling and Development, 25(3), 201–209.
Shohamy, E. (2011). Assessing multilingual competencies: Adopting construct valid assessment policies. The Modern Language Journal, 95(3), 418-429.
Tan, P. K., & Tan, D. K. (2008). Attitudes towards non‐standard English in Singapore 1. World Englishes, 27(3‐4), 465-479.
UNESCO. (1953). The Use of Vernacular Language in Education. Paris: UNESCO.
UNICEF. (2018a). Children with disabilities in situations of armed conflict. Discussion paper. Retrieved from https://www.unicef.org/ disabilities/files/Children_with_Disabilities_in_Situations_of_ Armed_Conflict-Discussion_Paper.pdf
United Nations. (2006). Convention on the rights of persons with disabilities and its optional protocol. Retrieved from http://www.un. org/disabilities/default.asp?navid=15&pid=150
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. A/RES/70/1. New York, NY: United Nations Department of Public Information. https:// sustainabledevelopment.un.org/post2015/transformingourworld/ publication.