Content Analysis of K to 12 World History Teaching Guides in terms of Teaching Approaches
Main Article Content
Keywords
content analysis, historical thinking skills, teaching approaches, teaching guides, World History
Abstract
This study is a content analysis of the Philippines Department of Education K to 12 World History teaching guides, focusing on teaching approaches geared towards the development of historical thinking skills among Grade 8 students. Learning activities purposively chosen by the researcher were categorized and coded using ATLAS.ti, a qualitative data analysis software. Then, themes that emerged were validated by three historians. Results showed more emphasis on the inquiry approach while there is lesser emphasis on the multidisciplinary approach. This means that students could easily identify continuity and change as teaching guides are heavily oriented on the inquiry approach, but they could hardly take historical perspectives due to limited activities based on multidisciplinary approach. It is recommended that instructional material writers should give equal emphasis on teaching approaches indicated in the curriculum. This is to provide equity and equality for the development of various historical thinking skills.
References
Ashby, R. (2011). Understanding historical evidence. In I. Davies (Ed.), Debates in history teaching (pp. 138-147). London: Routledge.
ATLAS.ti. (2019). ATLAS.ti qualitative data analysis (8.4.24.0). ATLAS.ti Scientific Software Development GmbH. Retrieved from https://atlasti.com/
Brookhart, S. M. (2015). Commentary: Assessment of historical thinking in practice. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp. 183-192). Routledge.
Charap, L. G. (2015). Assessing historical thinking in the redesigned advanced placement United States history course and exam. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp.159-170). Routledge.
Counsell, C. (2011). What do we want students to do with historical change and continuity? In I. Davies (Ed.), Debates in history teaching (pp. 109-123). London: Routledge.
Culminas-Colis, M. V., Garcia, E. B., & Reyes, W. M. (2016). Teaching historical thinking skills through "reading like a historian" method. The Normal Lights, 10(1), 56-77.
Department of Education. (2012). Guidelines on the preparation of daily lessons, DO 70, s. 2012. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2012/08/DO_s2012_70.pdf
Department of Education. (2014a). Additional information and corrigendum to DepEd order no. 31, s. 2012 (policy guidelines on the implementation of grades 1 to 10 of the K to 12 basic education curriculum (BEC) effective school year 2012-2013), DO 20, s.2014. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2014/04/DO_s2014_020.pdf
Department of Education. (2014b). Teaching guides in World History (1st ed.). Pasig City: Department of Education.
Department of Education. (2016). K to 12 gabay pangkurikulum: Araling panlipunan. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2019/01/APCG.pdf
Duquette, C. (2015). Relating historical consciousness to historical thinking through assessment. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp. 51-63). Routledge.
Ercikan, K., & Seixas, P. (2015). Preface. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp. x-xii). Routledge.
Ercikan, K., Seixas, P., Lyons-Thomas, J., & Gibson, L. (2015). Cognitive validity evidence for validating assessments of historical thinking. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp. 206-220). Routledge.
Krippendorff, K. (2013). Content analysis: An introduction to its methodology (3rd ed.). Washington, DC: Sage.
Lim, L. (2015). Critical thinking, social education and the curriculum: Foregrounding a social and relational epistemology. Curriculum Journal, 26(1), 4-23.
Lund, A. K. (2011). Third-grade students' historical thinking and the big History lesson (Doctoral dissertation). Michigan State University, Michigan, United States.
Nery-Cura, M. L. S., & de Guzman, A. B. (2018). A portrait of rhizomatic teaching in Philippine secondary school history classrooms: An interpretive study. The Normal Lights, 12(1), 199-231.
Ocampo, D. S. (2013, September). Conduct of the different activities on the development of Grade 9 materials for k to 12 curriculum [Memorandum]. Department of Education Office of the Undersecretary.
Organisation for Economic Cooperation and Development. (2019). Programme for international student assessment (PISA) results from PISA 2018. Retrieved from https://www.oecd.org/pisa/publications/PISA2018_CN_PHL.pdf
Peterson, A. (2011). Moral learning in history. In I. Davies (Ed.), Debates in history teaching (pp. 161-171). London: Routledge.
Reigeluth, C.M. (2012). Instructional theory and technology for a post-industrial world. In R.A. Reiser & J.V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (3rd ed.). (pp. 75-83). Boston, MA: Pearson Education.
Reisman, A. (2015). The difficulty of assessing disciplinary historical reading. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp. 29-39). Routledge.
Riffe, D., Lacy, S., & Fico, F. (2014). Analyzing media messages: Using quantitative analysis in research (3rd ed.). New York: Routledge.
Seixas, P. & Ercikan, K. (2015). Introduction: The new shape of history assessments. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp. 1-13). Routledge.
Seixas, P., Gibson, L., & Ercikan, K. (2015). A design process for assessing historical thinking. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp. 102-113). Routledge.
Shanahan, C. (2015). See yourself in history: Using imagery and journaling to promote historical thinking in secondary world history. Retrieved from https://repository.asu.edu/attachments/150486/content/Shanahan_asu_0010E_14706.pdf
Smith, M. & Breakstone, J. (2015). History assessments of thinking: An investigation of cognitive validity. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp. 233-245). Routledge.
Woodcock, J. (2011). Causal explanation. In I. Davies (Ed.), Debates in history teaching (pp. 124-136). London: Routledge.
Wrenn, A. (2011). Significance. In I. Davies (Ed.), Debates in history teaching (pp. 148-158). London: Routledge.
ATLAS.ti. (2019). ATLAS.ti qualitative data analysis (8.4.24.0). ATLAS.ti Scientific Software Development GmbH. Retrieved from https://atlasti.com/
Brookhart, S. M. (2015). Commentary: Assessment of historical thinking in practice. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp. 183-192). Routledge.
Charap, L. G. (2015). Assessing historical thinking in the redesigned advanced placement United States history course and exam. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp.159-170). Routledge.
Counsell, C. (2011). What do we want students to do with historical change and continuity? In I. Davies (Ed.), Debates in history teaching (pp. 109-123). London: Routledge.
Culminas-Colis, M. V., Garcia, E. B., & Reyes, W. M. (2016). Teaching historical thinking skills through "reading like a historian" method. The Normal Lights, 10(1), 56-77.
Department of Education. (2012). Guidelines on the preparation of daily lessons, DO 70, s. 2012. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2012/08/DO_s2012_70.pdf
Department of Education. (2014a). Additional information and corrigendum to DepEd order no. 31, s. 2012 (policy guidelines on the implementation of grades 1 to 10 of the K to 12 basic education curriculum (BEC) effective school year 2012-2013), DO 20, s.2014. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2014/04/DO_s2014_020.pdf
Department of Education. (2014b). Teaching guides in World History (1st ed.). Pasig City: Department of Education.
Department of Education. (2016). K to 12 gabay pangkurikulum: Araling panlipunan. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2019/01/APCG.pdf
Duquette, C. (2015). Relating historical consciousness to historical thinking through assessment. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp. 51-63). Routledge.
Ercikan, K., & Seixas, P. (2015). Preface. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp. x-xii). Routledge.
Ercikan, K., Seixas, P., Lyons-Thomas, J., & Gibson, L. (2015). Cognitive validity evidence for validating assessments of historical thinking. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp. 206-220). Routledge.
Krippendorff, K. (2013). Content analysis: An introduction to its methodology (3rd ed.). Washington, DC: Sage.
Lim, L. (2015). Critical thinking, social education and the curriculum: Foregrounding a social and relational epistemology. Curriculum Journal, 26(1), 4-23.
Lund, A. K. (2011). Third-grade students' historical thinking and the big History lesson (Doctoral dissertation). Michigan State University, Michigan, United States.
Nery-Cura, M. L. S., & de Guzman, A. B. (2018). A portrait of rhizomatic teaching in Philippine secondary school history classrooms: An interpretive study. The Normal Lights, 12(1), 199-231.
Ocampo, D. S. (2013, September). Conduct of the different activities on the development of Grade 9 materials for k to 12 curriculum [Memorandum]. Department of Education Office of the Undersecretary.
Organisation for Economic Cooperation and Development. (2019). Programme for international student assessment (PISA) results from PISA 2018. Retrieved from https://www.oecd.org/pisa/publications/PISA2018_CN_PHL.pdf
Peterson, A. (2011). Moral learning in history. In I. Davies (Ed.), Debates in history teaching (pp. 161-171). London: Routledge.
Reigeluth, C.M. (2012). Instructional theory and technology for a post-industrial world. In R.A. Reiser & J.V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (3rd ed.). (pp. 75-83). Boston, MA: Pearson Education.
Reisman, A. (2015). The difficulty of assessing disciplinary historical reading. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp. 29-39). Routledge.
Riffe, D., Lacy, S., & Fico, F. (2014). Analyzing media messages: Using quantitative analysis in research (3rd ed.). New York: Routledge.
Seixas, P. & Ercikan, K. (2015). Introduction: The new shape of history assessments. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp. 1-13). Routledge.
Seixas, P., Gibson, L., & Ercikan, K. (2015). A design process for assessing historical thinking. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp. 102-113). Routledge.
Shanahan, C. (2015). See yourself in history: Using imagery and journaling to promote historical thinking in secondary world history. Retrieved from https://repository.asu.edu/attachments/150486/content/Shanahan_asu_0010E_14706.pdf
Smith, M. & Breakstone, J. (2015). History assessments of thinking: An investigation of cognitive validity. In K. Ercikan & P. Seixas (Eds.), New directions in assessing historical thinking (pp. 233-245). Routledge.
Woodcock, J. (2011). Causal explanation. In I. Davies (Ed.), Debates in history teaching (pp. 124-136). London: Routledge.
Wrenn, A. (2011). Significance. In I. Davies (Ed.), Debates in history teaching (pp. 148-158). London: Routledge.
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Published
Dec 21, 2020
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How to Cite
Dizon, A. G. (2020). Content Analysis of K to 12 World History Teaching Guides in terms of Teaching Approaches. The Normal Lights, 14(2). https://doi.org/10.56278/tnl.v14i2.1654
Section
Research Article
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