Abstract

This study is a content analysis of the K to 12 Junior High School Geography curriculum of the Department of Education in the Philippines. The First Quarter competencies of Grade 7–10 were categorized and coded to determine the orientation of the curriculum in terms of curricular approaches. Then, themes from evidence of curricular approaches were used to align approaches with sub-disciplines and allied disciplines of geography. Findings show that Grade 7 and 8 have traditional orientation due to the domination of anthropocentric, factual, and determinist approaches into the curriculum. Grade 9 and 10, on the other hand, have contemporary orientation as these are dominated by the issues-based approach. This means that students have low-level thinking skills and have probably developed negative attitudes toward human, physical, and environmental geography in Grade 7 and 8. Students are then ill-prepared to appreciate complex concepts in political ecology when they proceed to Grade 9 and 10. This implies the need to have a stand-alone geography subject in the Junior High School that employs an issues-based approach, which emphasizes concepts and processes in political ecology. This is to provide students with extensive knowledge and critical understanding on the dynamics of human–environment relations.

摘要

本研究是对菲律宾教育部 K 至 12 初中地理课程的内容分析。对 7-10 年级第一季度的能力进行分类和编码，以确定课程在课程方法方面的方向。然后，来自课程方法证据的主题被用来使方法与地理学的子学科和相关学科保持一致。调查结果表明，由于课程中以人类为中心、事实和决定论的方法占主导地位，7 年级和 8 年级具有传统取向。另一方面，9 年级和 10 年级具有当代导向，因为它们以基于问题的方法为主。这意味着学生的思维能力低下，可能对人类、身体、和 7 年级和 8 年级的环境地理学。然后，当学生进入 9 年级和 10 年级时，他们就没有准备好理解政治生态学中的复杂概念。这意味着需要在初中开设一门独立的地理科目，基于问题的方法，强调政治生态学中的概念和过程。这是为了向学生提供关于人与环境关系动态的广泛知识和批判性理解。