Addressing Instructional Gaps in K to 12 Science Teaching through Learning Action Cell (LAC)
The predominant effect in the shift of curriculum to the K to 12 programs challenged the pedagogy, content, and knowledge of science teachers as well as the learning outcomes of students. In order to address the issue, the Department of Education (DepEd) through DepEd Order No. 35, s. 2016 tasked every public school to conduct Learning Action Cell (LAC) sessions. With the aid of collaboration guided by principal or assigned LAC leaders, teachers are grouped to give solutions to the prevailing problems of the school. Thus, the study generally aimed to evaluate the conduct of LAC sessions in selected public junior high schools in the City of Sta. Rosa, Laguna to address instructional gaps in K to 12 science teaching. A phenomenological research design was used in the study. Eleven science teachers were interviewed. The results yielded that needs assessment is being administered to the teachers, however, there are concerns with regards to the actual topics covered by LAC sessions. Science teachers unanimously appealed that content is the major problem due to the spiral progression of the K to 12 science curriculum. Science teachers recommended that LAC sessions should be according to the field of teaching load or specialization, not just the typical general session, in order to address individual group concerns of teachers.