Magtayo Instructional Framework in Teaching Social Constructivist Strategies for Junior High School Social Studies
DOI:
https://doi.org/10.47134/ijsl.v4i3.270Keywords:
Junior High School, Magtayo Instructional Framework, ; Social Constructivist StrategyAbstract
The study explored the social constructivist practices and experiences in teaching social constructivist strategies of Junior High School Social Studies teachers. The study used a qualitative single exploratory case study. Thirteen Social Studies teachers who were purposely selected based on the results of the pre-assessment survey participated to share their social constructivist practices and experiences. Interviews, classroom observation, lesson plans, and FGD were used in this research to collect data, and a thematic three-phase analysis was done. Based on the findings, the Social Studies teacher's social constructivist teaching practices in terms of teaching, assessment, and resources meet the needs of students and give them opportunities to express their constructions of knowledge, interact in social groups, give students a chance to correct their wrong constructions and broaden their construction of knowledge through various resources. The evolved experiences are essential to improving the teaching and learning process, such as misconceptions about social constructivist strategies, lowering students’ interactions in flexible learning, and high engagement of students’ learning. Thus, the Magtayo instructional framework is designed to serve as a guide for employing social constructivist strategies.
Downloads
References
Abiasen, J. T., & Reyes, G. A. (2021). Teachers’ and Students’ Assessment on the Extent of Constructivism in the Senior High School Physics Learning Environment in Benguet, Philippines. Retrieved from https://ejournals.ph/article.php?id=17261.
Akpan, V. I., Igwe, U. A., Mpamah, I. B. I., & Okoro, C. O. (2020). Social constructivism: Implications on teaching and learning. British Journal of Education, 8(8), 49–56. Retrieved from https://www.eajournals.org/wp-content/uploads/Social-Constructivism.pdf.
AERA Code of Ethics: American Educational Research Association Approved by the AERA Council February 2011. (2011). Educational Researcher, 40(3), 145-156. https://doi.org/10.3102/0013189X11410403.
Amineh, R. J., & Asl, H. D. (2015). Review of Constructivism and Social Constructivism. https://www.semanticscholar.org/paper/Review-of-Constructivism-and-Social-Constructivism-Amineh-Asl/38903f4a7255496f75124d639e14e9b810c17370.
Barak, M. (2017). Science Teacher Education in the Twenty-First Century: a Pedagogical Framework for Technology-Integrated Social Constructivism. Research in Science Education, 47(2), 283–303. https://doi.org/10.1007/s11165-015-9501-y.
Bhakti, C. P., Ghiffari, M. A. N., & Regita, S. M. (2018). Strategy of core curriculum to improving student’s critical thinking skill. TERAPUTIK: Jurnal Bimbingan Dan Konseling, 1(3), 176. https://doi.org/10.26539/1374.
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., . . . Walker, K. (2020). Purposive sampling: complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206.
Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed method approaches (5th ed.). SAGE Publications, Inc.
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.
Cruz, C.I., & Dacanay, A. G. (2019). Financial management practices of small private basic education schools: A case study. (Unpublished master’s thesis). Philippine Normal University. Retrieved from pnu-onlinecommons.org/omp/index.php/ pnu-oc/catalog/book/807.
Cuayzon, M. L. C. (2022). Light and Darkness: a Phenomenological Inquiry on Adult Filipino Atheist in a Religious Household. Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.7394228.
Culajara, C. J. (2024). Physical Education Teachers’ Strategies and Challenges in Instructional Delivery in the Post Pandemic Era. International Journal of Social Learning (IJSL), 4(2), 142–156. https://doi.org/10.47134/ijsl.v4i2.194.
Cutcliffe, K., Batorowicz, B., Johnson, R., Cantrell, K., & McLean, T. (2024). Socially Distant Social Constructivism: Transitioning Visual Arts Pedagogies Online During COVID-19. Studies in Art Education, 65(1), 81–98. https://doi.org/10.1080/00393541.2023.2285208.
Department of Education. (2019). PISA 2018 National Report of the Philippines. Philippine National Report. https://www.deped.gov.ph/wp-c o n t e n t / u p l o a d s / 2 0 1 9 / 1 2 / P I S A - 2 0 1 8 -Philippine-National-Report.pdf.
DepEd Order No. 42, s. (2016). Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. https://www.deped.gov.ph.
Erfe, J., & Ancho, I. (2022). Gender-Fair Music Education Practices in Junior High School. The Normal Lights, 16(2). https://doi.org/10.56278/tnl.v16i2.1728.
Ginga, U. A., & Zakariya, Y. F. (2020). Impact of a Social Constructivist Instructional Strategy on Performance in Algebra with a Focus on Secondary School Students. Education Research International, 2020, 1–8. https://doi.org/10.1155/2020/3606490.
Heale, R., & Twycross, A. (2017). What is a case study? Evidence-Based Nursing, 21(1), 7–8. https://doi.org/10.1136/eb-2017-102845.
Hennrikus, E. F., Skolka, M. P., & Hennrikus, N. (2020).
Social Constructivism in Medical School Where Students Become Patients with Dietary Restrictions
Advances in Medical Education and Practice, Volume 11, 505–511. https://doi.org/10.2147/amep.s259727.Hernandez, F. V. (2018). Practices of elementary school principals and teachers in fostering a learner-centered climate: Basis for the development of a management framework. Unpublished doctoral dissertation. Philippine Normal University, Manila.
Houser, R. A. (2015). Counselling and educational research: Evaluation and application. Sage Publications, Inc.
Ibrahim, H., & Kamarulzaman, W. (2024). Secondary Students in Selangor's Perspectives on Constructivist Learning Environments: Preferences Versus Reality. International Journal Of Advanced Research In Education And Society, 6(1), 610-617. Retrieved from https://myjms.mohe.gov.my/index.php/ijares/article/view/26205.
Jandrić, P., Hayes, D. L., Truelove, I., Levinson, P., Mayo, P., Ryberg, T., Monzó, L. D., Allen, Q.,Stewart, P. A., Carr, P. R., Jackson, L., Bridges, S., Escaño, C., Grauslund, D., Mañero, J.,Lukoko, H. O., Bryant, P., Martinez, A. F., Gibbons, A., . . . Hayes, S. (2020). Teaching in the age ofCovid-19. Postdigital Science and Education, 2(3), 1069–1230. https://doi.org/10.1007/s42438-020-00169-6.
Kapur, R. (2019). Constructivism in Teaching-Learning Process. Delhi: University of Delhi.
Ms. Bhawna Phogat. (2017). Constructivist Approach: A New Way Of Learning. International Education and Research Journal (IERJ), 3(6), Retrieved from https://ierj.in/journal/index.php/ierj/article/view/1154.
Muhammad, A. E. (2021). Social Constructivist Approach: Opinions of History Teachers at Intermediate Secondary Schools. European Journal of Educational Research, volume–10–2021(volume–10–issue–3–july–2021), 1423–1436. https://doi.org/10.12973/eu-jer.10.3.1423.
Nacario, F. R. M., Villena, D.K. (2017). ESL students’ learning styles and language learning strategies in relation to academic performance: bases for an ESL teaching framework. Dissertation, Philippine Normal University. Retrieved from pnu-onlinecommons.org/omp/index.php/pnu-oc/catalog/book/286.
Nguyen, N., & Williams, P. J. (2018). Foster interaction by the integration of ICT with sociocultural and constructivist learning principles. AIP Conference Proceedings, 1923(1), 30031. https://doi.org/10.1063/1.5019522.
Nyumba, T. O., Wilson, K. A., Derrick, C. J., & Mukherjee, N. (2018). The Use Of Focus Groupdiscussion Methodology: Insights From Two Decades Of Application In Conservation. Methods in Ecology and Evolution, 9(1), 20–32. https://doi.org/10.1111/2041-210x.12860.
Santos, V. C. (2019). Vicassan’s Pilipino-English dictionary. Retrieved from https://books.google.com.ph/books/about/Vicassan_s_Pilipino_English_dictionary.html?id=zw5CzwEACAAJ&redir_esc=y.
Shah, R. K. (2019). Effective Social Constructivist Approach To Learning For Social Studies Classroom. Journal of Pedagogical Research, 3(2), 38–51. https://doi.org/10.33902/jpr.2019254159.
Serbo, R.S. & Ancho, I. V. (2019). Authentic Learning in Teaching Economics: Development of a Teacher’s Guide. Master’s Thesis. Philippine Normal University. Retrieved from https://pnu-onlinecommons.org/omp/index.php/pnu-oc/catalog/view/820/468/1016-1.
Srivastava, A., Maheshwari, D., & Dwivedi, A. (2022). Psychological And Socio-Emotional Impacts Of The COVID-19 Pandemic On School Children. In Advances In Educational Technologies And Instructional Design Book Series (pp. 117–131). https://doi.org/10.4018/978-1-7998-8298-5.ch007.
Tsehay, S., Belay, M., & Seifu, A. (2024). Challenges In Constructivist Teaching: Insights From Social Studies Teachers In Middle-Level Schools, West Gojjam Zone, Ethiopia. Cogent Education, 11(1). https://doi.org/10.1080/2331186x.2024.2372198.
Presto, A. C. R. (2023, July 21). Appreciating The Importance Of Social Studies, One Conversation At A Time. Retrieved from https://philstarlife.com/news-and-views/117186-appreciating-importance-social-studies?page=4.
