Comparative Analysis of Teaching Strategies Used in Lessons on Culture and Lessons on Heritage of a Selected Chinese-Filipino School

Autor/inn/en	Mainit, Karen Pedernal; De Leon, John Angelo Vinuya
Titel	Comparative Analysis of Teaching Strategies Used in Lessons on Culture and Lessons on Heritage of a Selected Chinese-Filipino School
Quelle	In: Journal of Education and Learning, 11 (2022) 4, S.41-51 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Comparative Analysis; Teaching Methods; Cultural Education; Heritage Education; Foreign Countries; Grade 4; Elementary School Students; China; Philippines + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Philippinen
Abstract	This paper seeks to identify the teaching strategies used in Grade 4 Culture and Heritage lessons in a Chinese-Filipino School. Further, it is important to effectively address these with constructivist-based teaching strategies to help maximize the learning experience. This study used qualitative method where Ethnographic research design and Descriptive method were used to conduct classroom observations. The instruments used to obtain the results were patterned and modified from Craig Kissock's (1981) Curriculum Planning for Social Studies Teaching: A Cross-cultural Approach, a self-made Teachers' Self-evaluation form and Peer Observation form participated by nine teachers of a Chinese-Filipino School in Quezon City, Philippines. The analysis of the results identified five teaching strategies with Discussion and Lecture strategy as the most applied alongside Game strategy, Question and Answer strategy, and Project method. Other activities that strengthened the Culture and Heritage awareness were integrated through a collaborative effort with other subject areas. As a result, the study supported that Social Development theory affects the teaching-learning process where opportunities for social interaction helps in the development of a child. Using various teaching strategies encouraged students to interact with one another, to freely express their thoughts, and to participate in fun and healthy competition. It also encouraged students to think and to unleash their creativity and imagination. At the same time, the use of tools and other resources helped increase student engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01