The spiral progression approach in teaching science: Its Volatilities, Uncertainties, Complexities, and Ambiguities (VUCA)

https://doi.org/10.35912/jshe.v3i2.1194
Published: Feb 2, 2023

Abstract:

Purpose: The purpose of the study is to assess the implementation of the spiral progression approach in teaching science according to the threat of its volatility, uncertainty, complexity, and ambiguity (vuca).

Methodology of Research: Descriptive research design was employed in this study, and the total enumeration technique was used to determine the respondents. A valid and reliable self-made questionnaire was utilized in the conduct of the study.

Results: As viewed in the result of the study, it was found that the VUCA level of the spiral progression approach in teaching science is Low, therefore there is a minimal threat and issues that need to be addressed properly since if ignored, it will pose a bigger problem in the future. Likewise, the implementation of the spiral progression approach in science teaching is geared toward the right track.

Limitations: This study looks into the implementation of the spiral progression approach and assesses its volatilities, uncertainties, complexities, and ambiguities (VUCA) as a way to cope with its complex conditions as perceived by science teachers and serves as variables of the study. Respondents of the study were limited only to those teachers teaching secondary science in the school year 2021-2022.

Contribution: This research endeavor will be beneficial as it aims to add knowledge on the implementation of the Spiral Progression Approach with a special focus on its volatility, uncertainty, complexity, and ambiguity which will become the basis of future programs and policies to illuminate the current set of understanding about this educational reform program.

Keywords:
1. VUCA
2. Spiral Progression Approach
3. Science Teachers
4. Science Teaching
Authors:
1 . Jomarie V. Baron
South Cotabato State College, Philippines
2 . Jaycob A. Dela Cruz
Department of Education, Philippines
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How to Cite
Baron, J. V., & Cruz, J. A. D. (2023). The spiral progression approach in teaching science: Its Volatilities, Uncertainties, Complexities, and Ambiguities (VUCA). Journal of Social, Humanity, and Education, 3(2), 89–103. https://doi.org/10.35912/jshe.v3i2.1194
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Issue & Section
Vol. 3 No. 2 (2023): February
Articles
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References

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    Bhattacharya, S., Trehan, G., & Kaur, K. (2018). Factors determining psychological contract of IT employees in India. International Journal of Human Capital and Information Technology Professionals (IJHCITP), 9(1), 37-52.

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    Davis, Edith G. (2007). A Study of the Effects of an Experimental Spiral Physics Curriculum Taught to Sixth Grade Girls and Boys.

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  1. Aldossari, A. T. (2018). The Challenges of Using the Differentiated Instruction Strategy: A Case Study in the General Education Stages in Saudi Arabia. International Education Studies, 11(4), 74-83.
  2. Adeyemi, B. A. (2008). Effects of cooperative learning and problem-solving strategies on junior secondary school students' achievement in social studies.
  3. Basilan, M.L. (2018), Scantiness of Instructional Materials in Senior High School: Basis for a Proposed Digital Instructional Archive. Asia Pacific Journal of Multidisciplinary Research, 6(2), May 2018.
  4. Bennett, N., & Lemoine, G. J. (2014). What a difference a word makes: Understanding threats to performance in a VUCA world. Business Horizons, 57(3), 311-317.
  5. Bhattacharya, S., Trehan, G., & Kaur, K. (2018). Factors determining psychological contract of IT employees in India. International Journal of Human Capital and Information Technology Professionals (IJHCITP), 9(1), 37-52.
  6. Bodenhausen, G. V., & Peery, D. (2009). Social categorization and stereotyping in vivo: The VUCA challenges. Social and Personality Psychology Compass, 3(2), 133-151.
  7. Cabansag, M. (2014). Impact Statements on the K-12 Program in the Enhanced Basic Education Curriculum in Provincial Schools. International Refereed Research Journal. 5(2). April 2014.
  8. Corpuz, B. B. (2013). The spiral progression approach in the K to 12 curricula.
  9. Davis, Edith G. (2007). A Study of the Effects of an Experimental Spiral Physics Curriculum Taught to Sixth Grade Girls and Boys.
  10. de Ramos-Samala, H. (2018). Spiral progression approach in teaching Science: A case study. KnE Social Sciences, 555-567.
  11. Downie, S., & McCartney, S. (2013). Constructing schools that inspire: How to connect sustainable initiatives with the curriculum. Leader School, 44(2).
  12. Duze, C. O. (2012). Appropriate Management in an African Culture: Implications for Education. International Journal of Educational Administration and Policy Studies, 4(2), 53-60.
  13. Gonzales, N. J. (2019). Narrative experience of seasoned teachers in teaching science using spiral progression curriculum. IOER International Multidisciplinary Research Journal, 1(2).
  14. Harden, R. M., & Stamper, N. (1999). What is a spiral curriculum? Medical Teacher, 21, 141-143. doi:10.1080/01421599979752
  15. Igcasama, R. M. (2021). Teachers and Students Perceptions on the Implementation of K-12 Spiral Progression Approach. International Journal of Indonesian Education and Teaching (IJIET), 5(1), 116-124.
  16. Kraaijenbrink, J. (2018). The Strategy Handbook. A practical and refreshing guide for making strategy work.
  17. Laukkonen, R. E., Biddel, H., & Gallagher, R. (2019). Preparing humanity for change and artificial intelligence: learning to learn as a safeguard against volatility, uncertainty, complexity, and ambiguity.
  18. Matzen, N. J., & Edmunds, J. A. (2007). Technology as a catalyst for change: The role of professional development. Journal of research on technology in education, 39(4), 417-430.
  19. Nandram, S. S., & Bindlish, P. K. (2017). Introduction to VUCA. In Managing VUCA Through Integrative Self-Management (pp. 3-14). Springer, Cham.
  20. Orbe, J. R., Espinosa, A. A., & Datukan, J. T. (2018). Teaching chemistry in a spiral progression approach: Lessons from science teachers in the Philippines. Australian Journal of Teacher Education (Online).
  21. Raguindin, P. Z. J. (2020). Integrating Concepts and Expressions of Inclusion in the K-Curriculum: The Case of the Philippines. European Journal of Educational Research, 9(1), 305-317.
  22. Redelinghuis, H. (2018). Storytelling as a mechanism for driving the employee engagement of knowledge workers in a VUCA environment (Doctoral dissertation, University of Pretoria).
  23. Resurreccion, J. A., & Adanza, J. (2015). Spiral progression approach in teaching science in selected private and public schools in Cavite. In Proceedings of the DLSU Research Congress (Vol. 3, pp. 1-12).
  24. Reyes, E., and Dizon, E. (2015). Curriculum Development. Quezon City. Adriana Publication Co. Inc.
  25. Sánchez, F., Soler, A., López, D., Martín, C., Ageno, A., Belanche, L., & Marés, P. (2014). Developing professional skills at tertiary level: A model to integrate competencies across the curriculum. In 2014 IEEE Frontiers in Education Conference (FIE) Proceedings (pp. 1-9). IEEE.
  26. Seymour, Kyrsha (2017). Schema Theory and Reading Comprehension NETRC (2015). The 2015 NAT Test Administration and Guidelines, Department of Education, Pasig City, Philippines.
  27. Sharma, U., Armstrong, A. C., Merumeru, L., Simi, J., & Yared, H. (2019). Addressing barriers to implementing inclusive education in the Pacific. International Journal of Inclusive Education, 23(1), 65-78.
  28. Shkedi, A. (2009). From curriculum guide to classroom practice: Teachers’ narratives of curriculum application. Journal of Curriculum Studies, 41(6), 833-854.
  29. Smith, G. (2010) Student Perceptions of Technology in the Classroom: The good, the bad, and the ugly. American Journal of Distance Education, 10(3), 37-48.
  30. Tapang, G. (2012). Don’t teach maths and science in English. SciDevNet.
  31. Tsybulsky, D., Dodick, J., & Camhi, J. (2018). High-school students in university research labs? Implementing an outreach model based on the sciences inquiry’ approach. Journal of Biological Education, 52(4), 415-428.
  32. Urlanda, R. (2018). Assessment of the Implementation of the Senior High School K to 12 Curriculum in the Municipality of Lambayong. Thesis. Mindanao State University Graduate School.
  33. Valin, E. C., & Janer, S. S. (2018). Spiral Progression Approach in Teaching Science. Sorsogon State College, Sorsogon City, Philippines.
  34. Vincent, P., Parr, T., Benrimoh, D., & Friston, K. J. (2019). With an eye on uncertainty: Modelling pupillary responses to environmental volatility. PLoS computational biology, 15(7), e1007126.