Improving academic curriculum in science education through technology: Implications for in-service training of science and mathematics teachers and economic globalization
Br. Andrew Gonzalez FSC College of Education
This paper aims to present curriculum changes in science education through the use of technology and also the techniques to cope with these changes. Some changes have created some amount of discomfort. This can in turn generate valuable constructive and creative outputs. Over the past 15 years or so, seven major transformations have been happening in science education in the Philippines. These are: (1) Classroom teaching has shifted from low technology to high technology; (2) There is a paradigm shift in classroom teaching from teacher-centered instruction to student-centered instruction; (3) Science curricula are developed for long-term sustainable development to replace those for short-term general development; (4) The methods and scope of research have varied widely; (5) The training programs in science education are decentralized; (6) The mode of delivery of knowledge has changed from indoor to outdoor, from structured classroom learning mode to online education; and, (7) The job orientations of the teacher and staff in science education have become IT based. The techniques to cope with the tension of changes include: (a) screening the issues/concerns carefully, (b) controlling the issues/concerns seriously, and (c) implementing the issues/concerns constructively. A tracer study on the whereabouts of the graduates was also conducted.
Ong Kian Koc, B. U. (2007). Improving academic curriculum in science education through technology: Implications for in-service training of science and mathematics teachers and economic globalization. Retrieved from https://animorepository.dlsu.edu.ph/faculty_research/8870
Science and Mathematics Education
Science—Study and teaching—Philippines; Educational technology—Philippines