HOW DO FILIPINO TEACHERS INTERPRET SUSTAINABILITY DEVELOPMENT GOALS IN SCIENCE LESSON (AN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS)

Wahyu Wido Sari(1*), Genesis E. Lalas(2),

(1) Sanata Dharma University, Indonesia
(2) Silliman University, Philippines
(*) Corresponding Author

Abstract


The approach of this study was to interpret the perception of Filipino teachers on Sustainable Development Goals (SDGs) in K-12 Science lessons using an Interpretative Phenomenological Analysis (IPA). The findings of this research showed linkages between Quality Education, Education for Sustainable Development, and Disaster Risk Reduction. Participant 1 (FLE) and colleagues conducted a Project-based Learning to encourage students to solve environmental problems. This resulted in a White paper submission to the International Kids Conference 2022. The project reflected a strong implementation of SDGs 1, 2, 7, 8, 9, 12, and 13. Participant 2 (NM) implemented SDGs in the form of worksheet activities with open-ended questions for students to come up with many possible answers. This resulted in a strong implementation of SDGs 2, 4, 6, 7, 9, and 13. Participant 3 (JCT) promoted students' designs on Infographics about Environmental Disasters and endorsed those in a special event that promotes Earth Days. This resulted in the implementation of SDGs 3, 13, 14, 15, and 16. The analysis showed an applied proof of improved quality of teaching through Project-based Learning that established a safe and effective learning environment, and an inspiring cooperative and transformative learning.

Keywords


Filipino teacher, K-12 curriculum, science lesson, sustainable development goal, phenomenology

Full Text:

PDF

References


Aparecio, M.B. (2018). Mentoring, self-efficacy, and performance in conducting investigatory projects: A mixed-method analysis. Asia Pacific Institute of Advanced Research, 4(2), 65-76. https://doi.org/10.25275/apjcectv4i2edu7.

Bankoff, G. (2007). Living with risk; Coping with disasters: hazard as a frequent life experience in the Philippines. Education about Asia, 12(2), 26-29.

Clark, D. A. (2014). Defining and measuring human well-being. In B. Freedman (Ed.), Global environmental change: Handbook of global environmental pollution (Vol 1, pp. 833–855). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-5784-4_66.

Cottafava, D., Ascione, G.S., Corazza, L., & Dhir, A. (2022). Sustainable development goals research in higher education institutions: An interdisciplinarity assessment through an entropy-based indicator. Journal of Business Research, 151, 138-155. https://doi.org/10.1016/j.jbusres.2022.06.050.

Crone, E. A., & Dahl, R. E. (2012). Understanding adolescence as a period of social–affective engagement and goal flexibility. Nature Reviews Neuroscience, 13(9), 636–650. https://doi.org/10.1038/nrn3313.

Darling-Hammond, L. (1990). Teacher evaluation in transition: Emerging roles and evolving methods. In J. Millman & L. Darling-Hammond (Eds.), The new handbook of teacher evaluation: Assessing elementary and secondary school teachers (pp. 17–32). Newbury Park, CA: Sage.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.

Dela Fuente, J. A., & Biñas, L. C. (2020). Teachers’ competence in information and communications technology (ICT) as an educational tool in teaching: An empirical analysis for program intervention. Journal of Research in Education, Science and Technology, 5(2), 61-76.

Demkanin, P., Kibble, B., Lavonen, J., Guitart, J., & Turlo, J. (2008). Effective use of ICT in science education. Edinburgh: Bob Kibble, School of Education, University of Edinburgh.

Ertikanto, C., Herpratiwi, Yunarti, T., & Saputra, A. (2017). Development and evaluation of a model-supported scientific inquiry training program for elementary teachers in Indonesia. International Journal of Instruction, 10(3), 93-108. https://doi.org/10.12973/iji.2017.1037a.

Karagiorgi, Y., & Charalambous, K. (2006). ICT in‐service training and school practices: In search for the impact. Journal of Education for Teaching, 32(4), 395-411. https://doi.org/10.1080/02607470600981995.

Kennelly, J., Taylor, N., Maxwell, T., & Serow, P. (2012). Education for sustainability and pre-service teacher education. Australian Journal of Environmental Education, 28(1), 57–58.

Mohammed, S. A. (2013). Promoting scientific literacy by using ICT in science teaching. International Education Studies, 6(9), 175-186. https://doi.org/10.5539/ies.v6n9p175.

Nemec, P.B. (2018). Training evaluation. Psychiatric Rehabilitation Journal, 41(1), 80–81. https://doi.org/10.1037/prj0000291.

O’Flaherty, J., & Liddy, M. (2017). The impact of development education and education for sustainable development interventions: A synthesis of the research. Environmental Education Research, 24(7), 1031–1049. https://doi.org/10.1080/13504622.2017.1392484.

Owston, R.D., Sinclair, M., & Wideman, H. (2008). Blended learning for professional development: An evaluation of a program for middle school mathematics and science teachers. Teachers College Record, 110(5), 1033-1064.

Peterson, K. D. (2000). Teacher evaluation: A comprehensive guide to new directions and practices (2nd ed.). Thousand Oaks, CA: Corwin Press.

Roberto, J., & Madrigal, D. (2018). Teacher quality in the light of the Philippine professional standards for teachers. Philippine Social Science Journal, 1(1), 67-80. https://doi.org/10.52006/main.v1i1.13.

Seebruck, R. (2015). Teacher quality and student achievement: A multilevel analysis of teacher credentialization and student test scores in California High Schools. McGill Sociological Review, 5, 1-18.

Sirait, S. (2016). Does teacher quality affect student achievement? An empirical study in Indonesia. Journal of Education and Practice, 7(27), 34-41.

Smith, J. A., & Nizza, I. E. (2022). What is interpretative phenomenological analysis? In J. A. Smith & I. E. Nizza (Eds.), Essentials of interpretative phenomenological analysis (pp. 3–10). Washington DC: American Psychological Association. https://doi.org/10.1037/0000259-001.

The 17 Goals. (2015). Sustainable development. Retrieved from https://sdgs.un.org/goals.

Turkmen, H. (2022). Science teachers' view on sustainable development in COVID-19 pandemic process. Journal of Science Learning, 5(3), 531-539.

UNESCO. (2011). ICT competency framework for teachers. Retrieved from http://unesdoc.unesco.org/images/0021/002134/213475E.pdf.

UNESCO. (2018a). World teachers’ day: Quality education requires well-trained teachers. Retrieved from https://iite.unesco.org/news/world-teachers-day-quality-education-requires-well-trained-teachers/.

United Nations University. (2006). Understanding human well-being. Retrieved from http://dro.deakin.edu.au/view/DU:30028707.

Wu, Z., & Glaser, R. E. (2004). Software for the synergistic integration of science with ICT education. Journal of Information Technology Education, 3, 325–339. https://doi.org/10.28945/305.




DOI: https://doi.org/10.24071/ijiet.v8i2.7611

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Wahyu Wido Sari, Genesis E. Lalas

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

Indexed and abstracted in:

 


IJIET Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that IJIET (International Journal of Indonesian Education and Teaching):has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 5 No 2, 2021 until Vol 10 No 1, 2026.


 


Creative Commons License

This work is licensed under CC BY-SA.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

IJIET DOI: https://doi.org/10.24071/ijiet

p-ISSN: 2548-8422 (since 5 January 2017); e-ISSN: 2548-8430 (since 5 January 2017)

 

Flag Counter


IJIET (International Journal of Indonesian Education and Teaching) is published twice a year, namely in January and July, by the Institute for Research and Community Services of Sanata Dharma University, Yogyakarta, Indonesia.