Revealing the Lived Experiences of the Chemistry Teachers In Davao City on Online Inquiry-Based Learning: A Phenomenology
Dr. Are Jay M. Castro1, Dr. Marjhuvyn B. Lapiras2
0000-0002-5552-04121, 0000-0002-6154-30472
castro.arejay@gmail.com1, marjhuvyn.lapiras@gmail.com2
Lyceum of the Philippines- Davao
Km. 11, LPU Town, C.P. Garcia Highway, Sasa, Davao City, Philippines1
Thai Singapore International School
G Srinakarin, Samut Prakarn, Thailand2
DOI: https://doi.org/10.54476/ioer-imrj/
ABSTRACT
This phenomenological study explored the lived experiences of the Chemistry Teachers in Online Inquiry-based Learning. The participants of this study are Senior High School Chemistry Teachers exposed at least one year on online inquiry-based learning and were selected through purposive-sampling technique. Data were gathered using semi-structured interview guide in the conduct of In-Depth Interview and Focus Group Discussion. Thematic analysis was done to get the dominant themes from the participants’ responses. The essential themes in the lived experiences of the chemistry teachers on online inquiry-based learning are: Reinforcing Prior Knowledge, Developing Students’ Inquiry Skills, Deepening Student’s Understanding of the Topic, Weak Students’ Engagement, Struggling Students’ Online Cognitive Presence, and Designing and Implementing Relevant Activities. In addition, the essential themes for coping mechanisms are: Forging Partnership among Teachers and School Heads, Implementing Explicit Instruction, and Empowering Students to Take Control of their Learning. Lastly, the essential themes for the insights shared to the academe and community are: Teachers are Co-Learners and Co-Developers of Inquiry-based Learning, and Technology Integration Bridge the Inquiry-based Learning.
Keywords: Phenomenology, Online Inquiry-based Learning, Chemistry Education, Thematic Analysis
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