Spiral Progression Approach in the K to 12 Science Curriculum: A Literature Review

Tirol, Shiela L.

doi:10.5121/ije.2022.10403

Cited by 3 publications

(5 citation statements)

References 6 publications

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“…People always have an underlying opinion of what is fair. That belief is not often consistent among individuals, but it is still maintained (Tirol, 2022). As taught in a human resource course, people are not machines.…”

Section: Problems In Dealing With the Management And Coworkers Conflictmentioning

confidence: 99%

“…Groups are an integral part of many organizations. Successful teamwork relies upon synergism existing between all team members creating an environment where they are all willing to contribute and participate in promoting and nurturing a positive, productive team environment (Tirol, 2021). Team members must be flexible enough to adapt to cooperative working environments where goals are achieved through collaboration and social interdependence rather than individualized, competitive problem goals (Luca & Tarricone, 2001).…”

Section: Problems In Dealing With the Management And Coworkers Conflictmentioning

confidence: 99%

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Lived Experiences of Tapaseros: Their Social-Economic Situation

Ostia¹,

Gimena²,

Tinapay³

2023

JSS

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This study aimed to find out the economic status of the workers known as Tapaseros in the sugarcane industry in the 4th District of Cebu. It highlighted the plight of the Tapaseros during off season in haciendas or sugarcane plantation and how they survived during that time. The results served as basis in devising a proposed Alternative Livelihood Program. This research applied the Phenomenology Qualitative method in determining the economic condition of the workers in the sugarcane plantation or Tapaseros in 4th District of Cebu Province. Ten informants were interviewed on their occupational problems and survival strategies during off milling season. Findings indicated that the life of Tapaseros was not easy, being often exposed to weather conditions especially in the midst of a climate change, as well as, a bad relationship between the management and the coworkers, thus, during off season they suffered poverty. It is recommended that the Local government through the support of non-government organizations and other private company to give an alternative livelihood program to the Tapaseros in the 4th district of Cebu.

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Section: Problems In Dealing With the Management And Coworkers Conflictmentioning

confidence: 99%

Section: Problems In Dealing With the Management And Coworkers Conflictmentioning

confidence: 99%

Lived Experiences of Tapaseros: Their Social-Economic Situation

Ostia¹,

Gimena²,

Tinapay³

2023

JSS

View full text Add to dashboard Cite

show abstract

“…Besides, Harden [18] and Johnston [19] both described spiral sequencing as beneficial because knowledge is solidified with every revisit to the core concept and it allows logical progression from simpler to more complex content. According to Tirol [29], spiral sequencing is a smart and advanced approach especially for science curriculum. A recent study by University of Detroit Mercy [22] reported about the positive impact of spiral sequencing as it has been found that it helped students in learning more complex contents.…”

Section: 'Spiral Sequencing' Is Partially Followed In Most Cases For ...mentioning

confidence: 99%

“…Johnston [19] asserted that spiral sequencing involves building new learning on prior learning. It ensures holistic understanding of concept as it involves active learning of students and use of prior experience to fit new information into the pre-existing structure [20,29]. Johnston [19] added that spiral sequencing improves students' performance and ensures learning for almost every student as it incorporates many research based approaches from cognitive science.…”

Section: 'Spiral Sequencing' Is Partially Followed In Most Cases For ...mentioning

confidence: 99%

Exploring the Sequence of Science Contents in the Intended Primary Curriculum of Bangladesh

Bain

2023

AJESS

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This study aimed to explore the sequence of contents in the Primary science curriculum of Bangladesh at the intended level. The current Primary curriculum has been in implementation throughout Bangladesh since 2013 where all the students study ‘Science’ as a unified and compulsory subject at Primary level which consists of grade One to Five. There is no textbook of science for grade One and Two while National Curriculum and Textbook Board (NCTB) has developed teacher-manual for these grades. Science textbooks for grade Three, Four and Five have been developed and distributed by NCTB. The research questions of this study focus on how science contents are sequenced within a chapter of a specific grade and how science contents are sequenced vertically from one grade to another in the curriculum as well as in the textbooks. For conducting this study, qualitative research approach has been followed. Document analysis of the curriculum and textbooks has been done by adapting selected frameworks. A checklist which is based on the works of Print [9] has been used for exploring the principle of sequencing contents while a framework based on Bruner [21], Harden [17] and Johnston [18] has been used for exploring spiral-sequencing. This study finds that the intended Primary science curriculum and textbook is not fully well-organized in terms of sequencing. For sequencing content within a chapter, no principle is followed in most cases while ‘Simple to Complex’ principle has been followed in some cases. For sequencing contents vertically from one grade to another, ‘Simple to Complex’ has been followed or partially followed in most cases whereas no principle is followed in the rest. ‘Spiral sequencing’ is either partially followed or not followed in the curriculum and textbooks. As literatures emphasize on well-sequenced curriculum and textbook for ensuring successful and effective learning, this study recommends that curriculum developers as well as textbook authors may make efforts to make the science contents well-organized in the curriculum and textbooks by following the principles of sequencing.

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“…The curriculum emphasizes real-world problem-solving scenarios and logical reasoning exercises to establish a solid understanding of mathematical ideas while enhancing students' critical thinking skills (Ministry of Education, 2006). Using the spiral method in the curriculum ensures repeated reviews and reinforcement of core ideas at different grades, which contributes to the growth of students' critical thinking ability (Tirol, 2022). The National Curriculum for Mathematics (2006) is based on an interactive teaching methodology, which aims to foster active student engagement through activities that promote critical thinking.…”

Section: Introductionmentioning

confidence: 99%

Incorporation of Critical Thinking Skills Development: A Case of Mathematics Curriculum for Grades I-XII

Jamil,

Batool Bokhari,

Iqbal

2024

J. Asian Dev. Studies

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This research explores the analysis of the National Curriculum for Mathematics (2006) in Pakistan to promote critical thinking among students from grades I to XII. The qualitative content analysis was used to systematically scrutinize the curriculum document to determine significant aspects that contribute to developing critical thinking skills. The analysis focused on developing conceptual understanding and skill development while addressing real-life problem-solving and logical reasoning. It is based on a spiral approach where concepts are revisited and deepened across grades, promoting interactive, student-centered teaching methods. Finally, it highly underscores the use of technology, especially at higher levels, that can enhance mathematical exploration. The curriculum also demonstrates its commitment to reasoning and logical thinking by dedicating a separate standard and incorporating activities encouraging pattern recognition, argumentation, and justification. However, how successful this can be in classrooms will depend primarily on how well it is executed. This study provides valuable insights into the potential of the mathematics curriculum in Pakistan to develop student's critical thinking abilities and offers recommendations for further improvement. The findings imply that designing curricular materials is essential in realizing 21st-century skills; remarkably, the National Curriculum for Mathematics (2006), Pakistan, is well-grounded in assisting students' development regarding critical thinking.

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Spiral Progression Approach in the K to 12 Science Curriculum: A Literature Review

Cited by 3 publications

References 6 publications

Lived Experiences of Tapaseros: Their Social-Economic Situation

Lived Experiences of Tapaseros: Their Social-Economic Situation

Exploring the Sequence of Science Contents in the Intended Primary Curriculum of Bangladesh

Incorporation of Critical Thinking Skills Development: A Case of Mathematics Curriculum for Grades I-XII

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