VILORIA, LEMARK BERNAL

G202102163
PhD CIN Section 2

ANNOTATED BIBLIOGRAPHIES

Inocian, R. B. (2015). 21st Century Skills in Teaching Economics: K to 12 Spiral Instructional Modelling
(SIM) in the Philippines. Asia Pacific Journal of Education, Arts and Sciences . 2(4): 1-11, 2015.
http://apjeas.apjmr.com/wp-content/uploads/2015/10/APJEAS-2015-2.4.1.01.pdf

In this article, the author reviewed spiral instruction modelling in teaching Economics to extrapolate

insights, updates, retrospect, and prospects in terms of content, instruction, and assessment features of

the K to 12 curricula in Economics. The author used a inductive case analysis in teaching

demonstrations. This study was conducted to provide a framework for realignment of leaning outcomes

in a spiral instructional modelling in teaching economics. This research is useful to my study as it

reveals that the teachers are aware of the spiral instruction modelling of the Economics curriculum,

however these were not properly implemented in the actual teaching process. The main limitation of this

study is that it lacks the annotation of how each content or learning competencies were modelled in a

spiral progression, thus the author indicated that there should be a review of the curriculum. This article

will not form the basis of my research; however, it will be useful supplementary information for my

research on spiral instructional modelling.

Hollstein, M. S. (2018). Social Studies in South Korea: Examining Teacher and Teacher Educator’s Views.
Journal of International Social Studies . 8(2): 2018. https://eric.ed.gov/?id=EJ1197444

In this article, the author evaluated the history, purpose, and trajectory of general education, social

studies, and geography education, and the detailed examination of the two case studies follows. The

author conducted two case studies to determine status of social studies and geography education in

South Korea. This study was conducted to showcase the application of classroom methods and skills at

the secondary level. The article is useful to my research topic, as the author suggested, traces of how

curriculum progression can be seen in how the teachers’ approach their content learning area. The main

limitation of the article is that there are only 2 teachers who were studied, and that it lacks the inclusivity

of a broader spectrum of educators throughout Korea, thus the authors indicate that further, more

extensive, research needs to be undertaken to develop a more in-depth understanding of teachers’

perspective on the National Curriculum of the country. This article will not form the basis of my research,

however, this article provided experiences and insights that could be valuable information.
Pamuk, I. (2021). The Comparison of Germany Social Sciences (Gesellschaftswissenschaften) Curriculum
with Turkey Social Studies Curriculum. International Journal of Eurasian Education and Culture . 6(13):
2021. http://www.ijoeec.com/Makaleler/268945410_3.%20848-881%20%c4%b0rem%20pamuk.pdf

In this article, the author compared the curriculum of the social sciences courses of Germany and

Turkey to reveal the similarities and differences between the courses. The author used data by

comparing the curriculum of the two countries through a content analysis. Their research focuses on

similarities and differences of social sciences in terms of general features, and how the spiral

progression was used. The main limitation of the article is that the survey sample was restricted to a

feature that can be seen on the curriculum of two countries (citizenship education). The article is useful

to my research topic, as it shows how spiral progression was used in both Germany and Turkey on their

social science subject. This article will not exclusively form the basis of my study, but it can provide

starting point on factors that may inform on how spiral progression can be implemented in Araling

Panlipunan area of the Philippine curriculum.

Falaye, F. V. & Okwilagwe E.O. (2018). Emergence of Civic Education in the 9 Year Basic Education
Curriculum: Implications for the Status of Social Studies. Nigerian Journal of Social Studies. 21(2): 181-
197. https://njss.org.ng/publications/VOL_XXI_2_OCTOBER_2018.pdf#page=95

In this article, the authors assessed the impact of the newly introduced Civic Education in Nigeria’s

basic education curriculum. It compared the two Basic Education curriculum; the old curriculum

introduced in 2007 (where Social Studies was a stand-alone subject) and the new curriculum introduced

in 2016 (where Social Studies was grouped into Civic Education, together with Religious Studies, Civic

Education and Security Education). The authors use data gained through a review of the curriculum to

try to identify differences between the old and the revised Social Studies contents. The article is useful

to my research topic as this article clearly manifested how spiral progression was used by both

curriculum in introducing Civic Education as well as revisiting Social Studies in Nigeria; however, the

conclusion was that the spiral progression did not materialize properly. The authors indicate that further

that spiral approach should be emphasized in the future curriculum development exercise. This article

will not exclusively form the basis of my study, but it can provide starting point on factors that may

inform on how spiral progression can be implemented in Araling Panlipunan area of the Philippine

curriculum.