Elementary Teachers’ Experiences with Challenges in Teaching Science

Abstract

Science lessons in elementary schools are often hard to teach because classroom realities do not always match what the curriculum expects. Although science is essential for helping young students think critically and ask questions, there is little research that looks closely at what teachers experience when teaching it. This study aimed to address that gap by exploring how elementary teachers handle science instruction in their daily practice. Using Colaizzi's method and purposive sampling, the researcher interviewed six teachers from public schools in a district in Negros Oriental. The results showed that teachers faced many challenges. These included making complex science ideas easier to understand, meeting the needs of different learners, and working with limited teaching materials. Still, the study found that professional development helped teachers feel more confident and improved their teaching methods. Six emergent themes described their experiences: (1) Chained Potential showed the lack of materials; (2) The Rift of Comprehension explained how hard it was to make science clear to students; (3) Blindfolded Mentors revealed the lack of guidance and support; (4) The Alchemy of Teaching highlighted the creative ways teachers kept students engaged; (5) The Evolving Educator showed how teachers learned to adjust their methods; and (6) Beyond the Curriculum emphasized learning through real-life experiences. This study helped explain the difficulties teachers face in teaching science. It also recommended specific actions, such as giving teachers training that matches their real needs, providing enough teaching materials, and encouraging learning through hands-on activities. These measures can help enhance the way science is taught in elementary schools.