Filipino Teachers' Reflections on Critical Pedagogy (CP) in Science Education
Main Article Content
Keywords
critical pedagogy, Filipino teachers, Science education, science pedagogy
Abstract
This study examined the Filipino teachers' reflections on critical pedagogy (CP) in Science education. More specifically, it described a) how Science teachers/ coordinators perceive CP, b) the degree to which Science teachers perceive to use CP in the classroom, and c) the applicability of CP elements in Science classrooms. This descriptive research made use of in-depth interviews and the CP survey questionnaire (CPSQ). Purposive sampling was used to select participants (n=11) from three different schools in Metro Manila. In-depth interviews were analyzed thematically, while CPSQ data was analyzed using descriptive statistics. Findings revealed that participants displayed a functional understanding of CP in terms of aims, goals, and dynamics of use. Beginning teachers remain ideal as per the degree of using CP in the classroom compared to experienced teachers. The study suggests that some CP elements could be well applied in Science education in terms of content and methodology.
References
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Agdeppa, J.Y., & Metila, R. (2017). Critical pedagogy-based instructional materials: Effects on language proficiency, social awareness, and 21st-century skills. Advanced Science Letters, 23(3), 739-744. https://doi.org/10.1166/asl.2017.7460
Aliakbari, M. & Faraji, E. (2011). Basic principles of critical pedagogy. International Proceedings of Economics Development and Research, 11, 77-85. Retrieved from www.ipedr.com/vol17
Belhassen, Y., & Caton, K. (2011). On the need for critical pedagogy in tourism education. Tourism Management, 32(2011), 1389-1396. https://doi.org/10.1016/j.tourman.2011.01.014
Breuing, M. (2011). Paulo Freire: Critical praxis and experiential education. In T. Smith & C. Knapp (Eds.), Sourcebook of experiential education: Key thinkers and their contributions (pp. 56-64). New York, NY: Routledge.
Burbules, N. C., & Berk. R. (1999). Critical thinking and critical pedagogy: Relations, differences, and limits. In T. Popkewitz & L. Fendler (Eds.), Critical theories in education: Changing terrains of knowledge and politics (pp. 45-65). New York, NY: Routledge.
Cho, S. (2016). Critical Pedagogy, Historical Origins Of. Encyclopedia of Educational Philosophy and Theory, 1–6. https://doi.org/10.1007/978-981-287-532-7_228-1
Cortez, F.G. (2013). The Philippine engagement with Paulo Freire. Kritike, 7(2).
Cortez, F.G. (2016). Critical rethinking of critical thinking: A contribution of critical pedagogy in facing the challenges of K+12. Kritike, 10(1), 315-330.
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks, CA Sage.
Crookes, G. (2012). Critical pedagogy in language teaching. In L. Ortega (Ed.), The encyclopedia of applied linguistics (pp. 1-9). Cambridge: Cambridge University Press. https://doi.org/10.1002/9781405198431.wbeal0284
Datoo, A., & Chagani, Z. A. (2011). Street theatre: Critical pedagogy for social studies education. Social Studies Research & Practice, 6, 21-30. http://dx.doi.org/10.1080/00933104.2016.1211047
Degener, S. (2001). Making sense of critical pedagogy in adult literacy education. In J. Comings, B. Garner, & C. Smith (Eds.), Annual review of adult learning and literacy (pp. 26-62). San Francisco: Jossey-Bass.
Edwards, S., & Nuttall, J. (2015). Beginning teachers: Issues and experiences. Asia-Pacific Journal of Teacher Education, 43(1), 1-3. http://dx.doi.org/10.1080/1359866X.2014.969415
Fajardo, M.F. (2016). Teaching critical literacy using multimodal exts to college students in the Philippines(Unpublished doctoral dissertation). The University of Wollongong. Retrieved from https://ro.uow.edu.au/theses/4854
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
Fulgencio, A.B., Sedilla, B.M., & David, A. P. (2014). Exploring Filipino teacher education students’ conceptions of teaching and
learning. Educational Measurement and Evaluation Review, 5, 91-103.
Garrett, H. J. & Kerr, S. L. (2016). Theorizing the use of aesthetic texts in social studies education. Theory & Research in Social Education, 44(4), 505-531. https://doi.org/10.1080/00933104.2016.1211047
Heese-Biber, S. N. (2017). The practice of qualitative research. California: Sage.
Horn, I.S., & Campbell, S.S. (2015). Developing pedagogical judgment in novice teachers: Mediated field experience as a pedagogy for teacher education. Pedagogies: An International Journal, 10(2), 148-176. http://dx.doi.org/10.1080/1554480X.2015.1021350
Katz, L. (2014). Teachers’ reflections on critical Pedagogy in the classroom. InterActions: UCLA Journal of Education and Information Studies, 10(2). Retrieved from https://escholarship.org/uc/item/2c6968hc
Kincheloe, J. (2012). Critical pedagogy in the twenty-first century: Evolution for survival. Counterpoints, 422, 147-183. http://www.jstor.org/stable/42981758
Macugay, E. B., & Bernardo, A. B. (2013). Science coursework and pedagogical beliefs of science teachers: The case of science teachers in the Philippines. Science Education International, 24(1), 63-77.
Marquez, N.L.P. (2017). Critical thinking in Philippine education: What we have and what we need. Journal of Critical Education Policy Studies, 15(2), 272-303. Retrieved from http://www.jceps.com/wp-content/uploads/2017/10/15-2-10.pdf
McKernan, J.A. (2013). The origins of critical theory in education: Fabian socialism as social reconstructionism in nineteenth-century Britain. British Journal of Educational Studies, 61(4), 417-433.
McLaren, P. (1998). Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Longman.
McLaren, P. (2019). The future of critical pedagogy. Educational Philosophy and Theory, 1-6. https://doi.org/10.1080/00131857.2019.1686963
Moratilla, N.C.A. (2019). Revisiting Paulo: Critical pedagogy and testimonial narratives as liberative spaces in the Philippines' K-12 curriculum. Journal for Critical Education Policy Studies, 17(2).
Retrieved from http://www.jceps.com/wp-content/uploads/2019/08/17-2-9-nomor.pdf
Nouri, A., & Sajjadi, S. M. (2014). Emancipatory pedagogy in practice: Aims, principles and curriculum orientation. International Journal of Critical Pedagogy, 5(2), 76-87. http://libjournal.uncg.edu/ijcp/article/view/228/671
OECD (2019), PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing, Paris, https://doi.org/10.1787/5f07c754-en
Parba, J. (2018). Empowering the Filipino language classroom: Towards critical pedagogy and curriculum (Unpublished doctoral dissertation). University of Hawaii Manoa. Retrieved from https://scholarspace.manoa.hawaii.edu/bitstream/10125/62785/2018-08-phd-parba.pdf
Rees, R.B. (2015). Beginning teachers' perceptions of their novice year of teaching (Unpublished Master’s Thesis). Utah State University, USA. https://digitalcommons.usu.edu/etd/4229
Rocha-Schmid, E. (2010). Participatory pedagogy for empowerment: A critical discourse analysis of teacher-parents' interactions in a family literacy course in London. International Journal of Lifelong Education, 29(3), 343-358.
Rodriguez, A. (2014). A Critical Pedagogy for STEM Education. In J. Bencze, & S. Alsop (Eds.) Activist Science and Technology Education. Cultural Studies of Science Education (Volume 9), (pp. 55-66). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4360-1_4
Ross, E. W. (2018). Humanizing critical pedagogy: What kind of teachers? What kind of citizenship? What kind of future? Review of Education Pedagogy and Cultural Studies, 40(5): 371-389. https://doi.org/10.1080/10714413.2019.1570792
Sarroub, L.K., & Quadros, S. (2015). Critical pedagogy in classroom discourse. In M. Bigelow, & J. EnnserKananen (Eds.), The Routledge Handbook of Educational Linguistics (pp. 252-260). New York & Abingdon: Routledge.
Schmidt, J., Klusmann, U., Lüdtke, O., Möller, J., & Kunter, M. (2017). What makes good and bad days for beginning teachers? A diary study on daily uplifts and hassles. Contemporary Educational Psychology, 48(2017), 85-97. https://doi.org/10.1016/j.cedpsych.2016.09.004
SEI-DOST & UP NISMED, (2011). Framework for Philippine Science Teacher Education. Manila: SEI-DOST & UP NISMED.
Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago and London: University of Chicago Press.
Simon, R. I. (1987) Empowerment as a pedagogy of possibility. Language Arts, 64(4), 370-382.
Thiet, R.K. (2017). An Interactive, instant polling exercise to allay student anxiety in science courses. The American Biology Teacher, 79(6), 496–498. https://doi.org/10.1525/abt.2017.79.6.496
Thomson-Bunn, H. (2014). Are they empowered yet? Opening up definitions of critical pedagogy. Critical Forum, 29. Retrieved from http://compositionforum.com/issue/29/
Viola, M.J. (2012). Toward a Filipino/a critical (FilCrit) pedagogy: A study of United States educational exposure programs to the Philippines (Doctoral dissertation). Retrieved from http://dissertations.umi.com/ucla:10124
Viola, M. (2014). Toward a Filipino critical pedagogy: Exposure programs to the Philippines and the politicization of Melissa Roxas. Journal of Asian American Studies. 17(1), 1-30. DOI:10.1353/jaas.2014.0004
Yakooby, T. (2011). Teachers' reflections on the perceptions of oppression and liberation in neo-Marxist critical pedagogies. Educational Philosophy and Theory, (2011), 1-13. DOI: 10.1111/j.1469-5812.2011.00830.x
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. https://doi.org/10.1177/0022487109347671
Agdeppa, J.Y., & Metila, R. (2017). Critical pedagogy-based instructional materials: Effects on language proficiency, social awareness, and 21st-century skills. Advanced Science Letters, 23(3), 739-744. https://doi.org/10.1166/asl.2017.7460
Aliakbari, M. & Faraji, E. (2011). Basic principles of critical pedagogy. International Proceedings of Economics Development and Research, 11, 77-85. Retrieved from www.ipedr.com/vol17
Belhassen, Y., & Caton, K. (2011). On the need for critical pedagogy in tourism education. Tourism Management, 32(2011), 1389-1396. https://doi.org/10.1016/j.tourman.2011.01.014
Breuing, M. (2011). Paulo Freire: Critical praxis and experiential education. In T. Smith & C. Knapp (Eds.), Sourcebook of experiential education: Key thinkers and their contributions (pp. 56-64). New York, NY: Routledge.
Burbules, N. C., & Berk. R. (1999). Critical thinking and critical pedagogy: Relations, differences, and limits. In T. Popkewitz & L. Fendler (Eds.), Critical theories in education: Changing terrains of knowledge and politics (pp. 45-65). New York, NY: Routledge.
Cho, S. (2016). Critical Pedagogy, Historical Origins Of. Encyclopedia of Educational Philosophy and Theory, 1–6. https://doi.org/10.1007/978-981-287-532-7_228-1
Cortez, F.G. (2013). The Philippine engagement with Paulo Freire. Kritike, 7(2).
Cortez, F.G. (2016). Critical rethinking of critical thinking: A contribution of critical pedagogy in facing the challenges of K+12. Kritike, 10(1), 315-330.
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks, CA Sage.
Crookes, G. (2012). Critical pedagogy in language teaching. In L. Ortega (Ed.), The encyclopedia of applied linguistics (pp. 1-9). Cambridge: Cambridge University Press. https://doi.org/10.1002/9781405198431.wbeal0284
Datoo, A., & Chagani, Z. A. (2011). Street theatre: Critical pedagogy for social studies education. Social Studies Research & Practice, 6, 21-30. http://dx.doi.org/10.1080/00933104.2016.1211047
Degener, S. (2001). Making sense of critical pedagogy in adult literacy education. In J. Comings, B. Garner, & C. Smith (Eds.), Annual review of adult learning and literacy (pp. 26-62). San Francisco: Jossey-Bass.
Edwards, S., & Nuttall, J. (2015). Beginning teachers: Issues and experiences. Asia-Pacific Journal of Teacher Education, 43(1), 1-3. http://dx.doi.org/10.1080/1359866X.2014.969415
Fajardo, M.F. (2016). Teaching critical literacy using multimodal exts to college students in the Philippines(Unpublished doctoral dissertation). The University of Wollongong. Retrieved from https://ro.uow.edu.au/theses/4854
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
Fulgencio, A.B., Sedilla, B.M., & David, A. P. (2014). Exploring Filipino teacher education students’ conceptions of teaching and
learning. Educational Measurement and Evaluation Review, 5, 91-103.
Garrett, H. J. & Kerr, S. L. (2016). Theorizing the use of aesthetic texts in social studies education. Theory & Research in Social Education, 44(4), 505-531. https://doi.org/10.1080/00933104.2016.1211047
Heese-Biber, S. N. (2017). The practice of qualitative research. California: Sage.
Horn, I.S., & Campbell, S.S. (2015). Developing pedagogical judgment in novice teachers: Mediated field experience as a pedagogy for teacher education. Pedagogies: An International Journal, 10(2), 148-176. http://dx.doi.org/10.1080/1554480X.2015.1021350
Katz, L. (2014). Teachers’ reflections on critical Pedagogy in the classroom. InterActions: UCLA Journal of Education and Information Studies, 10(2). Retrieved from https://escholarship.org/uc/item/2c6968hc
Kincheloe, J. (2012). Critical pedagogy in the twenty-first century: Evolution for survival. Counterpoints, 422, 147-183. http://www.jstor.org/stable/42981758
Macugay, E. B., & Bernardo, A. B. (2013). Science coursework and pedagogical beliefs of science teachers: The case of science teachers in the Philippines. Science Education International, 24(1), 63-77.
Marquez, N.L.P. (2017). Critical thinking in Philippine education: What we have and what we need. Journal of Critical Education Policy Studies, 15(2), 272-303. Retrieved from http://www.jceps.com/wp-content/uploads/2017/10/15-2-10.pdf
McKernan, J.A. (2013). The origins of critical theory in education: Fabian socialism as social reconstructionism in nineteenth-century Britain. British Journal of Educational Studies, 61(4), 417-433.
McLaren, P. (1998). Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Longman.
McLaren, P. (2019). The future of critical pedagogy. Educational Philosophy and Theory, 1-6. https://doi.org/10.1080/00131857.2019.1686963
Moratilla, N.C.A. (2019). Revisiting Paulo: Critical pedagogy and testimonial narratives as liberative spaces in the Philippines' K-12 curriculum. Journal for Critical Education Policy Studies, 17(2).
Retrieved from http://www.jceps.com/wp-content/uploads/2019/08/17-2-9-nomor.pdf
Nouri, A., & Sajjadi, S. M. (2014). Emancipatory pedagogy in practice: Aims, principles and curriculum orientation. International Journal of Critical Pedagogy, 5(2), 76-87. http://libjournal.uncg.edu/ijcp/article/view/228/671
OECD (2019), PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing, Paris, https://doi.org/10.1787/5f07c754-en
Parba, J. (2018). Empowering the Filipino language classroom: Towards critical pedagogy and curriculum (Unpublished doctoral dissertation). University of Hawaii Manoa. Retrieved from https://scholarspace.manoa.hawaii.edu/bitstream/10125/62785/2018-08-phd-parba.pdf
Rees, R.B. (2015). Beginning teachers' perceptions of their novice year of teaching (Unpublished Master’s Thesis). Utah State University, USA. https://digitalcommons.usu.edu/etd/4229
Rocha-Schmid, E. (2010). Participatory pedagogy for empowerment: A critical discourse analysis of teacher-parents' interactions in a family literacy course in London. International Journal of Lifelong Education, 29(3), 343-358.
Rodriguez, A. (2014). A Critical Pedagogy for STEM Education. In J. Bencze, & S. Alsop (Eds.) Activist Science and Technology Education. Cultural Studies of Science Education (Volume 9), (pp. 55-66). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4360-1_4
Ross, E. W. (2018). Humanizing critical pedagogy: What kind of teachers? What kind of citizenship? What kind of future? Review of Education Pedagogy and Cultural Studies, 40(5): 371-389. https://doi.org/10.1080/10714413.2019.1570792
Sarroub, L.K., & Quadros, S. (2015). Critical pedagogy in classroom discourse. In M. Bigelow, & J. EnnserKananen (Eds.), The Routledge Handbook of Educational Linguistics (pp. 252-260). New York & Abingdon: Routledge.
Schmidt, J., Klusmann, U., Lüdtke, O., Möller, J., & Kunter, M. (2017). What makes good and bad days for beginning teachers? A diary study on daily uplifts and hassles. Contemporary Educational Psychology, 48(2017), 85-97. https://doi.org/10.1016/j.cedpsych.2016.09.004
SEI-DOST & UP NISMED, (2011). Framework for Philippine Science Teacher Education. Manila: SEI-DOST & UP NISMED.
Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago and London: University of Chicago Press.
Simon, R. I. (1987) Empowerment as a pedagogy of possibility. Language Arts, 64(4), 370-382.
Thiet, R.K. (2017). An Interactive, instant polling exercise to allay student anxiety in science courses. The American Biology Teacher, 79(6), 496–498. https://doi.org/10.1525/abt.2017.79.6.496
Thomson-Bunn, H. (2014). Are they empowered yet? Opening up definitions of critical pedagogy. Critical Forum, 29. Retrieved from http://compositionforum.com/issue/29/
Viola, M.J. (2012). Toward a Filipino/a critical (FilCrit) pedagogy: A study of United States educational exposure programs to the Philippines (Doctoral dissertation). Retrieved from http://dissertations.umi.com/ucla:10124
Viola, M. (2014). Toward a Filipino critical pedagogy: Exposure programs to the Philippines and the politicization of Melissa Roxas. Journal of Asian American Studies. 17(1), 1-30. DOI:10.1353/jaas.2014.0004
Yakooby, T. (2011). Teachers' reflections on the perceptions of oppression and liberation in neo-Marxist critical pedagogies. Educational Philosophy and Theory, (2011), 1-13. DOI: 10.1111/j.1469-5812.2011.00830.x
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. https://doi.org/10.1177/0022487109347671
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Published
Dec 21, 2020
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How to Cite
Dasas, L. B. (2020). Filipino Teachers’ Reflections on Critical Pedagogy (CP) in Science Education. The Normal Lights, 14(2). https://doi.org/10.56278/tnl.v14i2.1658
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Research Article
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