Abstract
The DepEd curriculum places significant emphasis on contextual teaching within the K-12 program, recognizing its importance in fostering effective learning experiences. To successfully implement contextual teaching, teachers must demonstrate creativity in bridging the gap between learners' immediate surroundings and the new content they are meant to grasp. One approach that aligns with this objective is the utilization of local history as a powerful tool for contextual teaching, aiming to both preserve the cultural heritage of a community and facilitate learners' connection of their locality to the broader global content covered in the K-12 program.
At the core of contextual teaching lies Lev Vygotsky's sociocultural theory, which underscores the pivotal role of a "more knowledgeable other," referred to in this research as the teacher. Drawing upon the learner's existing knowledge, the teacher assumes the role of a guide, leveraging the rich tapestry of local historical knowledge as a scaffold to enable learners to explore and comprehend the new content effectively. By leveraging local history as a contextual anchor, teachers can facilitate a more engaging and meaningful learning experience for students, bridging the gap between the familiar and the unfamiliar realms of knowledge.
Click the file to download -> Research - The integration of local history in Junior High School Curriculum