Beyond the Blackboard: A Deeper Look into Chemistry Teaching Experiences

Rhesa T. Hinampas¹ and Maria Teresa M. Fajardo^2,

¹Central Mindanao University, Musuan, Maramag, Bukidnon, Philippines

²,2University of Science and Technology of Southern Philippines, Lapasan, Cagayan de Oro City, Philippines

Cite this paper:
Rhesa T. Hinampas and Maria Teresa M. Fajardo. Beyond the Blackboard: A Deeper Look into Chemistry Teaching Experiences. American Journal of Educational Research. 2024; 12(7):240-246. doi: 10.12691/education-12-7-4

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.

Keywords:
chemistry teaching experiences challenges student engagement

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	T. L. Brown, Chemistry: the central science, Pearson Education, 2009.
[2]	N. Baloran, "National Report of the Philippines," 2019.
[3]	. Musengimana, E. Kampire and P. Ntawiha, "Factors Affecting Secondary Schools Students' Attitudes toward Learning Chemistry: A Review of Literature," EURASIA Journal of Mathematics, Science and Technology Education, vol. 17, no. 1, 2021.
[4]	K. Osman and N. S. Sukor, "Conceptual understanding in secondary school chemistry: A discussion of the difficulties experienced by students," American Journal of Applied Sciences, vol. 10, no. 5, p. 433, 2013.
[5]	M. Ali, N. H. Ibrahim, A. H. Abdullah, J. Surif, C. A. Talib and N. Saim, "Web Pro-Mc Physics as a support tool for improving physics problem solving skills," in 2015 Game Physics and Mechanics International Conference (GAMEPEC), 2015.
[6]	Gravoso, "Design and use of Instructional Materials for Student Centered Learning: A Case in Learning Ecological Concepts," Asia-Pascific Educational Research, vol. 17, pp. 109-120, 2008.
[7]	C. Stroumpouli and G. Tsaparlis, "Chemistry students’ conceptual difficulties and problem solving behavior in chemical kinetics, as a component of an introductory physical chemistry course," Chemistry Teacher International, vol. 4, no. 3, pp. 279-296, 2022.
[8]	Lahlali, A. (2023). Students’ alternative conceptions and teachers’ views on the implementation of pedagogical strategies to improve the teaching of chemical bonding concepts. International Journal of Engineering Pedagogy (Ijep), 13(6), 90-107.
[9]	Zephrinus, C. and Phoebe, I. (2015). Resolving nigerian secondary school students’ learning difficulties in nuclear chemistry using computer animation solutions. Procedia - Social and Behavioral Sciences, 176, 1034-1040.
[10]	Abukari, M., Marifa, H., Samari, J., Dorsah, P., & Abudu, F. (2022). Senior high school students’ difficulties in learning hybridisation in chemistry. Problems of Education in the 21st Century, 80(5), 630-651.
[11]	Cai, S. (2022). Harry potter themed digital escape room for addressing misconceptions in stoichiometry. Journal of Chemical Education, 99(7), 2747-2753.
[12]	Wolfson, A., Rowland, S., Lawrie, G., & Wright, A. (2014). Student conceptions about energy transformations: progression from general chemistry to biochemistry. Chemistry Education Research and Practice, 15(2), 168-183.
[13]	M. Christensen, A. Welch and J. Barr, "Husserlian Descriptive Phenomenology: A review of internationality, reduction and the natural attitude," Journal of Nursing Education and Practice, vol. 7, no. 8, p. 113, 2017.R. Edwards and J. Holland, What is qualitative interviewing?, London: Bloomsbury, 2013.
[14]	OECD, PISA 2022 Results (Volume I): The State of Learning and Equity in Education, Paris: PISA, OECD Publishing, 2023.
[15]	I. J. R. Geverola, R. C. Mutya, L. M. B. Siason and A. Bonotan, "Challenges and struggles of public senior high school science teachers during the new normal," Journal of Research, Policy & Practice of Teachers and Teacher Education, vol. 12, no. 1, pp. 49-68, 2022.
[16]	P. Colaizzi, Psychological research as a phenomenologist views it.
[17]	In: Valle, R. S. & King, M. (1978). Existential Phenomenological Alternatives for Psychology, New York: Open University Press, 1978.
[18]	M. R. A. Abayan, M. R. Placigo and B. C. Las Johansen, "Evaluating the Kindergarten Instructional Materials: Inputs for Materials Production," vol. 69, no. 1, pp. 8-8, 2021.
[19]	P. Nsanzimana, C. Ngendabanga and J. B. Nkurunziza, "Investigation of constraints faced by teaching and learning of chemistry in Nyarugenge district secondary schools: Quest for quality improvement.," GSC Biological and Pharmaceutical Sciences, vol. 16, no. 2, pp. 110-121, 2021.
[20]	N. Idah and d. N. M. Eya, "Challenges encountered by chemistry teachers in teaching practical chemistry in secondary schools in Enugu East Local Government area of Enugu state," The Intuition, vol. 8, no. 1, 2018.
[21]	H. J. Schmidt, A. Marohn and A. G. Harrison, "Factors that prevent learning in electrochemistry," Journal of Research in Science Teaching: the official journal of the national association for research in science teaching, vol. 44, no. 2, pp. 258-283, 2007.
[22]	I. Eilks and R. Marks, "Science education researchto prepare future citizens - Chemistry learning in asocio-critical and problem-oriented approach.," Promoting Successful Science Education: The Worth of Science Education Research, pp. 75-86, 2008.
[23]	F. F. Adegbola and Depar, "Teachers’ pedagogical competence as determinants of students’ attitude towards basic science in South West Nigeria.," Educational Research and Reviews, vol. 14, no. 18, pp. 655-660, 2019.
[24]	F. W. Yunus and Z. M. Ali, "Attitude towards learning chemistry among secondary school students in Malaysia," Asian Journal of Behavioural Studies, vol. 3, no. 9, p. 63, 2018.
[25]	S. Smith, "Playing to engage: Fostering engagement for children and teachers in low socioeconomic regions through science and mathematics play-based learning," 2015.
[26]	G. H. Van Rensburg, Y. Botma, T. Heyns and I. M. Coetzee, "Creative strategies to support student learning through reflection.," South African Journal of Higher Education, vol. 32, no. 6, pp. 604-618, 2018.
[27]	A. Ullah and S. Anwar, "The effective use of information technology and interactive activities to improve learner engagement," Education Sciences, vol. 10, no. 12, p. 349, 2020.
[28]	S. A. Finkenstaedt-Quinn, A. S. Halim, G. Kasner, C. A. Wilhelm, A. Moon, A. R. Gered and G. V. Shultz, "Capturing student conceptions of thermodynamics and kinetics using writing," Chemistry Education Research and Practice, vol. 21, no. 3, pp. 922-939, 2020.
[29]	A. Marzabal, V. Delgado, P. Moreira, L. Barrientos and J. Moreno, "Pedagogical content knowledge of chemical kinetics: Experiment selection criteria to address students’ intuitive conceptions," Journal of Chemical Education, vol. 95, no. 8, pp. 1245-1249, 2018.
[30]	O. De Jong and D. Treagust, The teaching and learning of electrochemistry, Berlin: Kluwer Acad: In: Gilbert, J.K., De Jong, O., Justi, R., Treagust, D.F., & Van Driel, J.H., (Eds.), Chemical Education: Towards Research-Based Practice, 2002.
[31]	M. T. Ali, A. R. Woldu and A. G. Yohannes, "High school students’ learning difficulties in electrochemistry: a mini review," African Journal of Chemical Education, vol. 12, no. 2, pp. 202-237, 2022.
[32]	A.A. Martin. Effect of activity-based teaching method on cognitive achievement of Integrated Science students in Akure Local Government area of Ondo State, 2011.
[33]	J. Ogbeba and V.O. Ajayi. Effect of hands-on activities on achievement and retention of senior secondary chemistry students in stoichiometry. Journal of the International Centre for Science Humanities and Education Research, 2(2), 54-59, 2016.
[34]	O. Gulacar, A. Milkey, and S. McLane. Exploring the Effect of Prior Knowledge and Gender on Undergraduate Students' Knowledge Structures in Chemistry. Eurasia Journal of Mathematics, Science and Technology Education, 15(8), 2019.