THE DEVELOPMENT OF A FRAMEWORK FOR THE STUDY OF SOCIAL STUDIES CURRICULUM IN THE PHILIPPINES: A HISTORICAL-DESCRIPTIVE APPROACH
This study is about the Social Studies Curriculum in the Philippines using a historical lens. The study employed a historical-descriptive approach to develop a framework to better understand the evolution, essence, and content of the social studies curriculum in Philippine context. The aim of the st...
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| Format: | Book |
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2019-09-18.
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| Summary: | This study is about the Social Studies Curriculum in the Philippines using a historical lens. The study employed a historical-descriptive approach to develop a framework to better understand the evolution, essence, and content of the social studies curriculum in Philippine context. The aim of the study is to create a framework for the study of Social Studies Curriculum in the Philippines, which happen to be absent or lacking in the curriculum studies of the country. It also aims to provide a summary of the changes and ideologies propagated in each reform and change in the Social Studies Curriculum of the Philippines. The use of primary and secondary resources was employed in the gathering of pertinent data relative to the Social Studies Curriculum in the Philippines. By using the refraction as a tool for analysis (Goodson and Rudd, 2014), the study of Social Studies Curriculum in the Philippines was divided into four (4) key historical turning points namely: (1) 1900-1940- The Genesis of Philippine Social Studies Curriculum; (2) 1946-1973- Community Life and Nationalistic Social Studies Curriculum; (3) 1973-1982 - Social Studies as the Forerunner of the Bagong Lipunan (New Society); and (4) 1982-present- Decentralization and Decongestion of Social Studies Curriculum; Standards and Outcome-Based Social Studies Curriculum. Given these four key historical periods in the study of Social Studies Curriculum, three (3) macro-factors were identified to be perennial in the analysis of the curriculum development and reform. These factors were: (1) politics; (2) prevalent curriculum theory and/or pedagogical philosophy; and (3) social ideology. By combining these constituent aspects and historical periods, a framework for studying Social Studies Curriculum in the Philippines is generated. |
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| Item Description: | http://repository.upi.edu/47421/1/D_IPS_1608348_Title.pdf http://repository.upi.edu/47421/2/D_IPS_1608348_Chapter1.pdf http://repository.upi.edu/47421/3/D_IPS_1608348_Chapter2.pdf http://repository.upi.edu/47421/4/D_IPS_1608348_Chapter3.pdf http://repository.upi.edu/47421/5/D_IPS_1608348_Chapter4.pdf http://repository.upi.edu/47421/6/D_IPS_1608348_Chapter5.pdf http://repository.upi.edu/47421/7/D_IPS_1608348_Chapter6.pdf http://repository.upi.edu/47421/8/D_IPS_1608348_Chapter7.pdf http://repository.upi.edu/47421/9/D_IPS_1608348_Appendix.pdf |