The Philippine K to 12 Science Curriculum in Thematic Instruction: Perceived Effects on Students’ Scientific Attitude

n an attempt to explore alternative ways of delivering the competencies in the Philippine K  to 12 Science Curriculum, the researchers implemented thematic instruction. Using a thematic instructional model, the researchers identified four themes in which science instruction for a grade 7 class proceeded. In effect, how thematic instruction influenced the development of scientific attitudes, as one of the curricular outcomes, among students was studied. In the conduct of the study, an exploratory research design was used. The observations of twenty-two (N=22) pre-service teachers and the experiences of thirty-six (N=36) grade 7 students were analyzed to determine the perceived effects of the thematic instruction. The analysis of the data shows that thematic instruction seemed to enable students to realize the different scientific attitudes identified in the literature gathered. Moreover, the results of the study showed that through thematic instruction, students were developed to be curios and be active listeners in their science class. Lastly, the results of the study seemed to simply that thematic instruction can aid in the implementation of the K to 12.

Keywords –Philippine K to Science in thematic instruction, thematic instruction, and scientific attitude, thematic instructional model