Memory Retention and Retrieval in K–12 Spiral Progression Approach in Science: A Curriculum Issue Analysis

Abstract

Retrieval of students’ prior knowledge, or memory, as needed to connect to the new lesson of higher complexity is oftentimes a problem encountered by teachers in the implementation of the K–12 Science curriculum using the spiral progression approach. Using the theoretical lenses of the intended curriculum considering J. Bruner’s spiral curriculum model with the Integrated Model of Progression in Science as well as the multistore model of memory, implications regarding the implementation of the currently implemented curriculum are generalized, and a set of challenges are posed for all stakeholders in education in a way to
strengthen and/or improve the new curricular reform of the country. Ensuring a meaningful and lifelong learning experience in the students through authentic performance tasks is important as it is associated with the long-term memory development of the learner that guarantees memory retrieval whenever it is needed. This is vital towards a more successful implementation of the spiral curriculum which remains to be a great challenge to all facilitators of learning — the teachers. This paper offers potential interventions for the teachers, the students, the school principal, the curriculum review committee, and the parents which will
contribute to strengthening or improving the country’s new curricular reform as well as its implementation aspect.