Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Language: English

Language: English

ISSN: 0889-5643

Language: English

ISSN: 0889-5643

Language: English

ISSN: 1071-6246

Abstract/Notes: The article presents the state of geographic education in Manila, Philippines by examining the types of approaches in teaching geography in public, private and Montessori schools. As part of the social studies programme in Grade IV elementary education, the types of approaches to teaching geography are examined for their effectiveness and relevance to teaching geographic concepts. Two curricular programmes were considered in the assessment of the importance of using the right kind of instructional materials in learning geographic concepts in elementary education. These programmes are (a) the basic education curriculum (BEC) that is prescribed by the Department of Education and (b) the curriculum followed by the Montessori education philosophy. Initial findings indicate that there was a significant difference in the achievement scores of Old Balara Elementary School (public) and Seed Montessori with that of Roosevelt Elementary School (private). While achievement scores were higher when instructional materials were readily available to students, this does not necessarily mean that the availability of instructional materials by itself is the key in the attainment of high scores. The content must be anchored on the local setting where students have their immediate experience in order for achievement scores to improve. This study provides a tentative first look at the implications of curriculum and instructional material for educators, school authorities and government policymakers in strengthening and reorienting geographic education under the social studies programme in the Philippine context.

Language: English

DOI: 10.1080/10382040802560402

ISSN: 1038-2046

Abstract/Notes: This study aims to explore the potential of Montessoris pedagogy in promoting peace education in the Philippines. Using a qualitative research design, the study collected data from 10 participants, including teachers, parents, and Montessori school administrators. The findings of the study suggest that Montessoris approach can contribute to peace education by promoting a child-centered and experiential learning environment, which can foster critical thinking skills and empathy towards others. Moreover, the study identified several challenges to implementing Montessoris pedagogy in the Philippine context, such as the lack of awareness and understanding of the approach among educators and parents, limited availability of trained Montessori teachers, and the lack of resources and support for implementing the approach in schools. The study also proposed strategies for adapting and implementing Montessoris pedagogy in the Philippine context, such as providing training and professional development for teachers, building awareness and understanding of the approach among parents and educators, and developing partnerships and collaborations between Montessori schools and other educational institutions in the Philippines. The study concludes that Montessoris approach has the potential to promote peace education in the Philippines, but more efforts are needed to overcome the challenges and effectively implement the approach in schools.

Language: English

ISSN: 2620-3502