Science has four major branches taught in high school: General Science, Biology, Chemistry, and Physics. In the former curriculum in schools, these four subjects are divided to each year level in high school, so that a student may focus only on one discipline and ensure retention of the subject matter, moving on to another branch after a year and learn about it given the same span of time.
In the K-12 curriculum, we now zero on the concept of holistic learning, and to achieve absolute learning in the field of Science we adapted the Spiral Curriculum. With the implementation of the new Curriculum, the four branches of Science aforementioned is now integrated into each of the Grade levels: now, they are learning about Gen.Sci., Biology, Chemistry, and Physics at the same grade level, each taught every grading period.
Science teachers are now on a standstill regarding instruction of these four subjects.
In taking up Bachelor of Secondary Education, the Science subjects are separated for majorship as each of these deals with large concepts and principles.
With the introduction of the Spiral Education to regular Science subjects of those belonging in the Junior High School, teachers are now faced with the dilemma of juggling multiple branches of Science in one school year, forcing Biology teachers to teach Chemistry and Physics and vice versa. With a Science educator’s focus of collegiate majorship only on one discipline, how prepared is he to teach the subjects he was only briefly introduced to?
Some say that this problem is nothing serious, levitating over the fact that these major branches of Science are interconnected and closely relative to each other, so that understanding them in one whole package will not be as challenging as a PE major teaching Filipino. They would be able to adapt more easily because the subjects belong to a close-knit family.
However, we cannot also deny the fact that those teaching Biology without sufficient knowledge of the subject as compared to someone who actually spent his entire majorship studying about it will be less efficient. This is the concern of some members of the academe who are expressing their concern about the effect of the Spiral Education especially to Science subjects. Because they are trained to teach a different subject matter, no matter how relative these branches of Science are, there will be a noticeable difference, perhaps, in the manner of instruction, or in the completeness or comprehensiveness of a few ideas or principles. Yes, a Chemistry major would manage to teach Phyics, but he won’t be able to deliver the same quality of information and discussion as a teacher who took Physics as his Major.
But in a way, this is also good for Science teachers. Being exposed in all the disciplines and branches will make them knowledgeable in all areas of Science, which will make them more well-rounded educators, Science’s jacks-of-all-trades.
Perhaps the best step to do is to align the curriculum designed for Science majors to better fit the K-12 Curriculum. If the education and educators meet in one end, then it will definitely produce the best results and will benefit everyone.
When all is said and done, we can only do as much as provide solutions on problems that may weigh us down, no matter how difficult or challenging it may be.
By: Peter G Dinglas Jr.
