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The study analyses science teachers’ experiences with chemistry instruction in K-12 to identify challenges and coping strategies. Results show issues in chemistry content, pedagogy, and assessment, driven by instruction factors, competence, training sufficiency, job satisfaction, leadership support, laboratory adequacy, school resources, assessment tools, and related elements. These challenges ultimately affect learners.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-chemistry-in-a-spiral-progression-approach-lessons-from-science-teachers-in-the-philippines/593811/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-chemistry-in-a-spiral-progression-approach-lessons-from-science-teachers-in-the-philippines/593811.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What mismatch does the study describe in Philippine K-12 science teacher preparation?","Question",{"text":112,"@type":113},"Teacher education often prepares science teachers to specialize in a specific field, but K-12 requires them to teach all sciences using a spiral progression approach.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What areas does the study identify as problematic for chemistry teaching?",{"text":117,"@type":113},"Challenges are linked to chemistry content, pedagogy, and assessment.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors influence teacher success in teaching chemistry in K-12?",{"text":121,"@type":113},"Instruction-related factors, teacher competence, in-service training sufficiency, job satisfaction, support from upper management, laboratory adequacy, school resources, and assessment tools contribute to success or difficulties.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593811,1792273392,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 4 | Article 2 |\n| --- | --- |\n\n2018  \nTeaching Chemistry in a Spiral Progression Approach: Lessons from Science Teachers in the Philippines  \nJoymie R. Orbe  \nAmadeo National High School, [orbejoymie@gmail.com](orbejoymie@gmail.com)  \nAllen A. Espinosa  \nPhilippine Normal University, [espinosa.aa@pnu.edu.ph](espinosa.aa@pnu.edu.ph)  \nJanir T. Datukan  \nPhilippine Normal University, [datukan.jt@pnu.edu.ph](datukan.jt@pnu.edu.ph)  \nRecommended Citation  \nOrbe, J. R., Espinosa, A. A., & Datukan, J. T. (2018). Teaching Chemistry in a Spiral Progression Approach: Lessons from Science Teachers in the Philippines. Australian Journal of Teacher Education, 43 (4).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol43/iss4/2](http://ro.ecu.edu.au/ajte/vol43/iss4/2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss4/2](http://ro.ecu.edu.au/ajte/vol43/iss4/2)  \nAustralian Journal of Teacher Education  \nTeaching Chemistry in a Spiral Progression Approach: Lessons from Science Teachers in the Philippines  \nJoymie R Orbe  \nAmadeo National High School, Philippines  \nAllen A Espinosa  \nJanir T Datukan  \nPhilippine Normal University, Philippines  \nAbstract: As the Philippines moves towards implementing the K-12  \ncurriculum, there has been a mismatch in teacher preparation in  \nscience. The present teacher education curriculum prepares science  \nteachers to specialise in a specific field (e.g. integrated science,  \nbiology, chemistry, and physics). However, in the K-12 curriculum,  \nthey are required to teach all the sciences in a spiral progression  \napproach. Hence, this study analysed the experiences of science  \nteachers in teaching chemistry in the K-12 curriculum in order to  \nidentify their challenges and how they are overcoming them. Findings  \nsuggest that the teacher’s content, pedagogy, and assessment in  \nchemistry are problematic; specifically, challenges such as  \ninstruction-related factors, teacher competence, in-service training  \nsufficiency, job satisfaction, support from upper management,  \nlaboratory adequacy, school resources, assessment tools, and others  \ninfluence teacher success in teaching chemistry. These identified  \nchallenges greatly affect the ultimate beneficiaries of education,  \nwhich is the learner.  \nKeywords: chemistry teacher education, science teacher education, spiral progression, Philippine K-12 curriculum  \nIntroduction  \nBefore the implementation ofK-12, the Philippines is the only country in Southeast Asia and one of the only three countries in the world with a ten-year program prior to entry to the university (SEAMEO INNOTECH, 2012). The continuous deterioration of the quality of education in the Philippines has prompted the Department of Education (DepEd) to push for the implementation of the K-12 curriculum, which entails the institutionalisation of kindergarten and the addition of two more years of high school in the basic education cycle. Republic Act No. 1033 or the Enhanced Basic Education Act of 2013 has made the said innovation in Philippine basic education legal. K-12 aims to give every learner an opportunity to receive quality education based on an enhanced and decongested curriculum that is internationally recognised and comparable (Ferido, 2013; Laureano, Espinosa, & Avilla, 2015) .  \nAmong the different subjects, science is one of the subjects that underwent major revisions (Montebon, 2014) . In the old curriculum, science subjects, except in the first year, were offered one in each year level (biology in second year, chemistry in third year, and physics in fourth year) and were taught using discipline-based approaches. In the new  \nVol 43, 4, April 2018 17  \nAustralian Journal of Teacher Education  \ncurriculum, however, science concepts and applications in all subjects are introduced in a spiral progression approach (SEAMEO INNOTECH, 2012) . In terms of instruction, the science program ","cbCair5x2rxhvoqp","https://ap.wps.com/l/cbCair5x2rxhvoqp","pdf",282796,15,"English","# Introduction\n## K-12 implementation in the Philippines\n## Spiral progression approach in science\n## Learner-centered inquiry-based pedagogy\n## Factors affecting science and chemistry performance","[{\"question\":\"What mismatch does the study describe in Philippine K-12 science teacher preparation?\",\"answer\":\"Teacher education often prepares science teachers to specialize in a specific field, but K-12 requires them to teach all sciences using a spiral progression approach.\"},{\"question\":\"What areas does the study identify as problematic for chemistry teaching?\",\"answer\":\"Challenges are linked to chemistry content, pedagogy, and assessment.\"},{\"question\":\"Which factors influence teacher success in teaching chemistry in K-12?\",\"answer\":\"Instruction-related factors, teacher competence, in-service training sufficiency, job satisfaction, support from upper management, laboratory adequacy, school resources, and assessment tools contribute to success or difficulties.\"}]","Teaching Chemistry in a Spiral Progression Approach - Lessons from Science Teachers in the Philippines | PDF",1792077961,38]