000 03426nam a22003737a 4500
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040 _cFoundation University Library
_bEnglish
_erda
050 _a(GS-DE) LG 221 D35 G73
_bA6 E38 2024 V36
100 _aVaño, Norjane Stephanie Cadiz
_eauthor.
_95849
245 _aSpiral progression in science : its volatilities, uncertainties, complexities, and ambiguities /
_cby Norjane Stephanie Cadiz Vaño..
260 _aDumaguete Ciity :
_bFoundation University,
_c2024.
264 _42024
300 _aix, 116 leaves :
_bill, (col.) ;
_c28 cm.
500 _aTables.
502 _eGraduate dissertation (Doctor of Education) -- Foundation University, 2024.
504 _aIncludes bibliographical references and appendices
520 _aAbstract This study was conducted to determine the teachers’ perception of the Spiral Progression in Science in terms of its volatilities, uncertainties, complexities, and ambiguities and its impact on the teachers’ performance in terms of Content Knowledge and Pedagogy. The respondents of this study are 42 Junior High School Science Teachers, 23 Secondary School Heads, and 407 Junior High School Students. Two types of modified questionnaires which have undergone validation and reliability testing were used in gathering the data. Statistical tools used in the study were Weighted mean, Spearman Rank Correlation, ANOVA, and Kruskal-Wallis Test. The results revealed that science teachers “Somewhat Agree’ on the Volatilities, Uncertainties, Complexities, and Ambiguities of the SPA. Teachers were found to be competent with “High” and “Very High” levels of performance across all strands of Content Knowledge and Pedagogy in the PPST. Furthermore, the data revealed a significant relationship between the teachers’ perception of the spiral progression in science and their performance in terms of volatilities. Moreover, it was found that there is no significant difference in the performance of the teachers when they are grouped according to their profile. Consequently, there is no significant difference in the perceptions of the teachers on the SPA in Science when they are grouped according to their profile. Keywords: spiral progression in science, VUCA, teacher performance, content knowledge and pedagogy
650 _aScience
_xStudy and teaching.
_zPhilippines
_912320
650 _aEducation, Secondary
_xCurricula
_zPhilippines
_912601
650 _aCurriculum planning
_xEvaluation
_zPhilippines
_912602
650 _aTeaching strategies.
_xResearch
_zPhilippines
_912603
650 _aEducation
_xExperiments
_zPhilippines.
_912604
690 _2FU
_aInstructional practices
_96249
690 _2FU
_a21st-century skills
_95230
690 _2FU
_aProblem-solving
_98714
690 _2FU
_aInformation literacy
_98715
690 _2FU
_aCritical thinking
_98716
690 _2FU
_aPerformance
_98717
710 _aFoundation University (Dumaguete City).
_bGraduate School,
_edegree granting institution.
_912576
856 _uhttps://drive.google.com/file/d/1NKMp3apNR5RhX1zJ3w1TMgsQL4aNq30C/view?usp=drivesdk
_ySpiral progression in science : its volatilities, uncertainties, complexities, and ambiguities [dissertation]
942 _2lcc
_cDS
_n0
_hLG 221 D35 G73
_iA6 E38 2024 V36
_k(GS-DE)
999 _c5127
_d5127