Magtayo: A Proposed Instructional Framework in Teaching Social Constructivist Strategies for Junior High School (JHS) Social Studies

The study investigated the social constructivist practices and experiences in teaching social constructivist strategies of the Junior High School (JHS) Social Studies teachers and attempted to develop an instructional framework based on the findings. It was conducted in School Year 2020-2021, and participated by thirteen (13) Social Studies teachers in the selected basic education public Junior High School (JHS) in the six districts from DepEd Division of City Schools Manila, a highly urbanized city. It was explored by conducting pre-assessment survey, interviewing the Social Studies teachers, observing their teaching demonstration, focus group discussion and gathering available documents related to their practice. A qualitative exploratory case study method of research was employed. Results of the study revealed that the social constructivist teaching practices of JHS Social Studies teachers were opportunities for expressions of constructions, opportunities for collaboration, corrections on constructions, and broadening basis of constructions. On the other hand, the Social Studies teacher-participants experiences in teaching social constructivist strategies were found to be misconceptions about social constructivist strategies, lower student interactions in flexible learning, and high student engagement in learning. Based on these findings, the MAGTAYO Instructional Framework was proposed in teaching social constructivist strategies for Junior High School (JHS) Social Studies.