{"title":"Content analysis of the K to 12 Junior High School Geography curriculum in the Philippines","authors":"Arnie G. Dizon","doi":"10.1080/10382046.2021.1907057","DOIUrl":null,"url":null,"abstract":"Abstract This study is a content analysis of the K to 12 Junior High School Geography curriculum of the Department of Education in the Philippines. The First Quarter competencies of Grade 7–10 were categorized and coded to determine the orientation of the curriculum in terms of curricular approaches. Then, themes from evidence of curricular approaches were used to align approaches with sub-disciplines and allied disciplines of geography. Findings show that Grade 7 and 8 have traditional orientation due to the domination of anthropocentric, factual, and determinist approaches into the curriculum. Grade 9 and 10, on the other hand, have contemporary orientation as these are dominated by the issues-based approach. This means that students have low-level thinking skills and have probably developed negative attitudes toward human, physical, and environmental geography in Grade 7 and 8. Students are then ill-prepared to appreciate complex concepts in political ecology when they proceed to Grade 9 and 10. This implies the need to have a stand-alone geography subject in the Junior High School that employs an issues-based approach, which emphasizes concepts and processes in political ecology. This is to provide students with extensive knowledge and critical understanding on the dynamics of human–environment relations.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"152 - 168"},"PeriodicalIF":1.9000,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2021.1907057","citationCount":"7","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Research in Geographical and Environmental Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10382046.2021.1907057","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 7
Abstract
Abstract This study is a content analysis of the K to 12 Junior High School Geography curriculum of the Department of Education in the Philippines. The First Quarter competencies of Grade 7–10 were categorized and coded to determine the orientation of the curriculum in terms of curricular approaches. Then, themes from evidence of curricular approaches were used to align approaches with sub-disciplines and allied disciplines of geography. Findings show that Grade 7 and 8 have traditional orientation due to the domination of anthropocentric, factual, and determinist approaches into the curriculum. Grade 9 and 10, on the other hand, have contemporary orientation as these are dominated by the issues-based approach. This means that students have low-level thinking skills and have probably developed negative attitudes toward human, physical, and environmental geography in Grade 7 and 8. Students are then ill-prepared to appreciate complex concepts in political ecology when they proceed to Grade 9 and 10. This implies the need to have a stand-alone geography subject in the Junior High School that employs an issues-based approach, which emphasizes concepts and processes in political ecology. This is to provide students with extensive knowledge and critical understanding on the dynamics of human–environment relations.
期刊介绍:
International Research in Geographical & Environmental Education publishes quality research studies within the context of geographical and environmental education. The journal endeavours to promote international interest and dissemination of research in the field, provides a forum for critique, and demonstrates the relevance of research studies to good professional practice.