@article{education20241274,
author={{Hinampas, Rhesa T. and Fajardo, Maria Teresa M.},
title={Beyond the Blackboard: A Deeper Look into Chemistry Teaching Experiences},
journal={American Journal of Educational Research},
volume={12},
number={7},
pages={240--246},
year={2024},
url={https://pubs.sciepub.com/education/12/7/4},
issn={2327-6150},
abstract={In this era of rapid technological advancement and complex global challenges, it is imperative that education adapts to foster the skills and competencies that are essential for success in the 21st century. Employing a phenomenological approach, this study focuses on the experiences of Senior High School Teachers in teaching and learning chemistry beyond the blackboard. This study sought to (1) investigate the challenges they are facing in teaching chemistry; (2) know the methods they do to ensure that their students are engaged while learning; and (3) know the topics in Chemistry they find challenging to teach. This study utilized a qualitative research study employing the descriptive phenomenology design, specifically, Colaizzi's method of descriptive phenomenological approach. Results revealed that teachers are challenged when it comes to instruction, resource, and curriculum management. To ensure that their students are engaged while learning chemistry, there should have interactive and engaging teaching strategies, as well as student participation and involvement. The topics in Chemistry which they find challenging to teach are chemical kinetics, thermochemistry, electrochemistry, and stoichiometry. It is recommended that training programs, workshops and/or seminars be provided to incapacitate teachers not only for the 21st century skills but for the 4.0 industrial revolution.},
doi={10.12691/education-12-7-4}
publisher={Science and Education Publishing}
}