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Using a descriptive-evaluative design and questionnaires across five selected secondary high schools, the study identifies teachers’ past and current experiences and their difficulties, particularly regarding subject-content misalignment. Findings show difficulties in teaching the spiral curriculum, concluding that the evidence can guide teachers in selecting an effective arrangement of Science curriculum content.",{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-in-the-k12-science-spiral-curriculum-an-experiential-approach/591891/",{"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-in-the-k12-science-spiral-curriculum-an-experiential-approach/591891.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the primary purpose of the study?","Question",{"text":112,"@type":113},"The study investigates the current implementation of the Science Spiral Curriculum from the perspective of Science teachers in Baybay City, Leyte.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research design and data sources does the study use?",{"text":117,"@type":113},"It uses a descriptive-evaluative research design and draws data from science teachers in five selected secondary high schools using a researcher-made questionnaire validated by experts.",{"name":119,"@type":110,"acceptedAnswer":120},"What difficulty do science teachers commonly face when teaching the spiral curriculum?",{"text":121,"@type":113},"The study reports difficulties due to misalignment of contents in the new Science spiral curriculum.","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},591891,1792165383,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Teaching in the K12 Science Spiral Curriculum: An Experiential Approach  \nJovie Mariel L. Degorio  \nVisayas State University, Baybay City, Philippines, [joviemariel.degorio@vsu.edu.ph](joviemariel.degorio@vsu.edu.ph)  \nThis research is aimed to investigate the current implementation of the Science Spiral Curriculum from the perspective of the Science Teachers in the city of Baybay, Leyte. Descriptive-evaluative research design was used. This study was conducted in five selected Secondary High Schools in Baybay City Division. The respondents of this study were science teachers in the secondary level who must be a graduate of Bachelor of Secondary Education specializing in Science or any science subjects and are teaching Science subjects. The past and present experiences and also difficulties of Science Teachers in teaching Science subjects using the old curriculum and the new K to 12 Science curriculum in terms of the subject content were identified utilizing a researcher-made questionnaire checked and evaluated by experts. The comments, suggestions, or feedback regarding the Science spiral curriculum content was also included. Based on the results, science teachers have experienced difficulties teaching the Science spiral curriculum because of the misalignment of contents in the new science spiral curriculum. This study concludes that the past and present experiences and difficulties of science teachers in teaching using the new and old curriculum, guide the science teachers in choosing their preferred arrangement of the content of the Science curriculum.  \nKeywords: science spiral curriculum, science teachers, teachers’ experiences, teachers’ difficulties  \nINTRODUCTION  \nThe Philippines educational system has recently shifted from the Basic Education Curriculum into the new Kindergarten to 12 Curriculum. Science is one of the K to 12 Curriculum subjects that have undergone major revisions (Montebon, 2014) . In the Basic Education Curriculum, Science subjects were taught using a discipline-based approach wherein specific science subjects are taught at each level. In the new curriculum, Science is taught in a spiral progression approach. This study claims that the new science curriculum has a misalignment of contents that causes confusion among science teachers.  \nCurriculum refers to the lessons and academic content taught in a school or a specific course or program (Glossary of Education Reform, 2015) . Since the Philippines has implemented a new curriculum, a new approach is used in teaching the subjects. This spiral progression approach means that the basic principles are introduced in the first grade and are rediscovered in the succeeding grades in more complex forms. With this approach, concepts are introduced at an early age and re-taught in succeeding years in an increasingly sophisticated fashion (Gatdula, 2016) .  \nThe K to 12 curriculum implementation triggered educators to conduct studies on the relevance and importance of the recent curriculum program. Dizon et al. (2019) concluded that teachers hoped that the implementation of the K to12 curriculum was a solution to the different issues in the country. Crisol and Alamillo (2014) found out that students’ attitudes were positive to the implementation of the K to 12 programs, for they think it will be successful in achieving its goal. Montebon (2014) added that it affects the way they learn science concepts, acquire skills, and develop scientific attitudes and  \nCitation: Degorio, J. M. L. (2022) . Teaching in the K12 science spiral curriculum: An experiential approach. Anatolian  \nJournal of Education, 7(2), 97-108. [https://doi.org/10.29333/aje.2022.728a](https://doi.org/10.29333/aje.2022.728a)  \nvalues, positively. Thus, the new science curriculum “gained a positive impact on students’performance”(Madkour, 2015) .  \nOrbe, Espinosa and Datukan (2018) found out that spiral progression of the content, specifically in Chemistry, is viewed by teachers as learner-cente","cbCaiesYiKHoCI6c","https://ap.wps.com/l/cbCaiesYiKHoCI6c","pdf",333689,12,"English","# Introduction\n## Context of the K to 12 Science Reform\n## Spiral Progression Approach and Its Rationale\n## Related Studies and Reported Impacts\n## Teachers’ Perspectives and Implementation Challenges","[{\"question\":\"What is the primary purpose of the study?\",\"answer\":\"The study investigates the current implementation of the Science Spiral Curriculum from the perspective of Science teachers in Baybay City, Leyte.\"},{\"question\":\"What research design and data sources does the study use?\",\"answer\":\"It uses a descriptive-evaluative research design and draws data from science teachers in five selected secondary high schools using a researcher-made questionnaire validated by experts.\"},{\"question\":\"What difficulty do science teachers commonly face when teaching the spiral curriculum?\",\"answer\":\"The study reports difficulties due to misalignment of contents in the new Science spiral curriculum.\"}]","Teaching in the K12 Science Spiral Curriculum - An Experiential Approach | PDF",1792073419]