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Relevant bibliographies by topics / Science teachers' lived experiences

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Academic literature on the topic 'Science teachers' lived experiences'

Author: Grafiati

Published: 4 June 2025

Last updated: 24 June 2025

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Journal articles on the topic "Science teachers' lived experiences"

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Rosas, Teomar James A. "Lived Experiences of Junior High School Specialized Science Teachers Teaching Science Using the Spiral Progression Approach." Journal of Education and Society 3, no. 1 (2019): 43–53. https://doi.org/10.5281/zenodo.5559474.

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This study aimed to describe the lived experiences of the junior high school specialized science teachers teaching science in spiral progression approach under the Department of Education (DepEd) K to 12 curriculum. A descriptive phenomenological research approach was used in the study with five specialized science teachers with different science specializations who were purposively selected using snowball sampling. A face-to-face interview with in-depth questioning in a local dialect (Cebuano) were employed for data gathering that allowed further probing. The responses were transcribed and analyzed. Findings suggested that majority of specialized science teachers encountered such as unavailability of learning resources and struggle in preparation on their non-specialize science topics. However, they learned to become flexible and resourceful in improving their accustomed science teaching practices. They also learned to communicate and collaborate with fellow science teachers during mentoring and coaching as their means of coping strategies. Furthermore, science teachers still preferred the old curriculum in teaching science concepts. Results of the study will provide DepEd policy makers and stakeholders in assessing the capability of secondary science teachers in improving their science classroom instruction through timely and relevant training programs.

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Bayot, Michelle F. "TEACHERS' LIVED EXPERIENCES IN TEACHING SCIENCE DURING THE PANDEMIC." Ignatian International Journal for Multidisciplinary Research 2, no. 4 (2024): 71–82. https://doi.org/10.5281/zenodo.10908085.

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This qualitative study explored the lived experiences of elementary school teachers in teaching Science during the COVID-19 pandemic. The participants of this research were the teachers from  Bayawan City schools adopting modular learning modality, whose ages range from 39 to 59 years old, and whose length of teaching experience ranges from 16 to 36 years. Data were collected by means of recorded interviews and were analyzed using Colaizzi’s Method. Key findings revealed four (4) emergent themes representing the science teachers’ lived experiences. The themes cover the various teaching constraints and challenges, teacher interventions, and sense of accomplishment experienced by the teachers during the pandemic. Data revealed that the participants faced major changes in terms of science teaching instruction and strategies to adapt to the shift to modular learning modality and the hindrances to interaction, communication, and experimentation due to home learning setup. The teachers also experienced changes in terms of extended work hours, additional work functions, concerns on student output completion and submission, and compromise in academic integrity. Parental involvement was identified as a significant factor in the teaching-learning process during the pandemic. Teachers also expressed relatively good perceptions of teaching effectiveness and satisfaction. Recommendations were provided to improve the current teaching conditions of teachers and learning conditions of students under the modular learning modality.  

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Pandoy, Lordjan Kenneth L., Zea Oryza May H. Diaz, Kristine Jane G. Salem, Junalen M. Damaso, Rey M. Cabaylo, and Christine P. Abo. "Science Teachers’ Lived Experiences and Challenges during COVID-19 Pandemic." Indonesian Journal of Teaching in Science 2, no. 2 (2022): 155–74. http://dx.doi.org/10.17509/ijotis.v2i2.49554.

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COVID-19 pandemic has negatively affected all areas of lifestyle, especially the education sector, from both the students' and teachers' points of view. As we are all concerned with students' difficulties, this study focuses on teachers' lived experiences and challenges and their adaptive strategies in class operations, especially in teaching Science Education. This study is interview-based data instrumentation as it is a phenomenological type of research exploring the lived experiences of Science teachers. Lived experiences, challenges, and adaptive strategies are the thematic base of the data. Findings revealed that (1) there are three core themes under the lived experiences of Science teachers, including building relations, call of duty, and instruction reconstruction. (2) Science teachers were also mostly challenged during distance learning during the COVID-19 pandemic, including the authenticity of students' outputs, instruction delivery, internet connectivity, lack of resources, safety, and topography, which resulted in the difficulty of Science class operation. Despite the lived experiences and challenges brought by distance learning, (3) they learned to possess adaptability, accept assistance, be flexible and innovative, manage time, and use a specialized strategy or radio-based instructions. The study recommends that Science teachers exert extra effort, be resourceful, and cope with digital divides such as attending seminars and workshops to better utilize opportunities in distance learning. They must possess a positive outlook in every way possible. The higher office of the education sector initiates adaptive strategies for teachers.

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Geverola, Immar Jun Robledo, Romel Cayao Mutya, Louise Marie Bañados Siason, and Amelia Bonotan. "Challenges and struggles of public senior high school science teachers during the new normal." Journal of Research, Policy & Practice of Teachers & Teacher Education 12, no. 1 (2022): 49–68. http://dx.doi.org/10.37134/jrpptte.vol12.1.4.2022.

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The rapid increase of COVID-19 has brought challenges in the delivery of basic education and forced teachers to adapt the distance learning modality. It is interesting to find out the teachers' experiences in terms of their preparation, teaching engagement, and challenges in the new normal. The study aimed to capture the lived experiences of Senior High School (SHS) science teachers in the new normal education. Specifically, it sought to (a) determine the conception of science teachers on education in the new normal, (b) describe the challenges and struggles in the new normal, and (c) unveil the coping mechanisms of science teachers in addressing the challenges and struggles. A descriptive phenomenological study based on Colaizzi’s (1978) method was utilized to describe the lived experiences of Senior High School science teachers in the new normal education and their challenges and struggles of the Science instruction. Eleven (11) participants were selected as respondents of the study using the purposive sampling technique. The study utilized two research instruments – Part A. demographic profile and Part B. interview validated by an expert on research instrumentation utilized modified Colaizzi’s seven-step method (2018) for data analysis. Three (3) major themes emerged from the analysis of the responses to the study queries: Science as a Challenging Subject, Teaching and learning in the new normal, Teaching as a Vocation. The themes derived from the analysis of responses are essential in filling the gap in the literature that sought to explore the lived experienced of teachers in the new normal.

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Ambroce, Jessa Joy, and Susie Daza. "Lived Experiences of Out-of-Field Public School Science Teachers: A Qualitative Research." Psychology and Education: A Multidisciplinary Journal 36, no. 10 (2025): 1172–200. https://doi.org/10.70838/pemj.361010.

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Teaching out-of-field subjects presents a unique blend of challenges and opportunities for science teachers, significantly shaping their professional experiences and practices. Each teacher’s journey is marked by an interplay of joys, struggles, and adaptive strategies. This study explored the lived experiences of science teachers teaching out-of-field subjects, focusing on their joys, satisfaction, fulfillment, challenges, adaptive strategies, and aspirations. Conducted among science teachers in public secondary schools in the Division of Sultan Kudarat, the research utilized a transcendental phenomenological design to capture the essence of their experiences. Data were systematically collected through validated interview guides, consent forms, and transcription protocols. Thematic analysis revealed 17 relevant themes. Five core themes encapsulated the teachers’ experiences: The Trials of Teaching Beyond Your Field, Preparation is the Heart of Adaptation, The Power of Supportive Communities, Growth Beyond Boundaries, and Bridging Theory and Practice. Teachers’ joys and fulfillment were reflected in themes such as The Joy of Student Success, Turning Challenges into Triumphs, and Growth Through Connection. Challenges were highlighted through themes like Mastering the Material and Lesson Prep Struggles, Resource Hurdles and Instructional Innovation, Classroom Harmony and Student Interaction, and Teaching Evolution and Skill Enhancement. Adaptive strategies revolved around Dynamic Teaching Practices and Collaborative Growth, while future aspirations emphasized Building Future Careers, Embracing Teaching Challenges, and Commitment to Lifelong Learning and Teamwork. This study provides a comprehensive understanding of science teachers’ experiences in teaching out-of-field subjects, unveiling their trials and triumphs. The findings informed the creation of a professional development program designed to equip teachers with strategies, tools, and support to enhance their resilience and effectiveness in out-of-field teaching.

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Herdhiyani, Ari Dhinansah, Endang Purwaningsih, and Arif Hidayat. "Exploration of science teacher identity construction through various lived experiences." Momentum: Physics Education Journal 8, no. 1 (2024): 32–41. http://dx.doi.org/10.21067/mpej.v8i1.8479.

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Identity is the construction of interpretations of life experiences in certain contexts, resulting in self-understanding. This research, with a single case study design, aims to explore the identity of science teachers in various contexts of Figured Worlds. The research participant is a science teacher named Yuni (pseudonym), who has a background in Physics Education. Data were collected through two semi-structured interviews. The results revealed how Yuni interpreted science-related life experiences in Figured Worlds to construct her identity. The researchers concluded that although, throughout Yuni's experience, she was not interested in becoming a teacher, she was able to become an outstanding teacher through her scientific papers.

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B. Pacle, Mealin Grace, Janice Apura, Russel Joy C. Paran, and Denis A. Tan. "A Phenomenological Study of the Lived Experiences of Senior High School Students in Learning Science Subjects in the New Normal." International Journal of Applied Science and Research 06, no. 01 (2022): 155–66. http://dx.doi.org/10.56293/ijasr.2022.5494.

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Lived experiences from diverse contexts can be transformational in education. Learning science is intertwined with various experiences, which consequently strengthen the formation of a science concept, thereby increasing students' performance in school. Thus, this paper sought to explore the lived experiences of senior high school students in learning science. Based on this concept, the researchers employed the phenomenological technique of qualitative methodologies to collect complex data regarding students' experiences in science subjects in a blended learning environment and to grasp the phenomenon from their perspective. The study revealed four distinct themes in the students' lives: (1) varied experiences of students in learning the science subject during the pandemic, (2) challenges encountered, (3) coping strategies employed, and (4) resources needed in learning science. Based on the findings, the student's learning experiences were affected by the academic experience, motivation, preparedness, and support. The difficulties encountered by learners in learning science subjects during the new normal can be classified as personal, social, mental, and academic difficulties caused by the abrupt transition from face-to-face to blended learning. Teachers and parents are urged to assist the students, and educational resources must be well prepared. Students must also create new and productive study habits to face further endeavors in learning

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Paraiso, Mary Jean S., Cesar B. Ortiz, and Rhondell M. Paraiso. "Lived Experiences of Out-of-Field Junior High School Science Teachers." International Journal of Research and Innovation in Social Science VIII, no. XII (2025): 4494–501. https://doi.org/10.47772/ijriss.2024.8120377.

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The study explored the lived experiences of the Out-of-Field Junior High School Science teachers. The study was conducted in the main school of Bukidnon National High School for the school year 2017-2018. There were 12 participants purposively selected. This study used descriptive qualitative research design using narrative analysis. Data from semi-structured interview and focus group discussion were coded and analyzed qualitatively to identify pattern in order to create major themes. In each major theme, subthemes were also identified. Furthermore, in each subtheme there were also specific themes identified. The findings reveal that, the Out-of-Field Junior High School Science Teachers encountered challenges, problems/difficulties in teaching Science subjects specifically in teaching Science content, in preparing the lesson plan, in choosing instructional materials, in selecting teaching strategies, in integrating technology and in the assessment of learning. However, all the challenges, problems/difficulties encountered by the Out-of-Field Junior High School Science Teachers were addressed by them but they still find it inadequate to deliver what is expected of them. Despite the challenges, problems/difficulties encountered by the Out-of-Field Junior High School Science Teachers, they still persist to teach Science Subjects because of their pursuit to develop learning effectiveness among the learners.

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Mangaliman, Flordeliza. "Exploring Socio-Emotional Learning: A Phenomenological Study on the Relevance of Teaching Experience in Science in Crafting a Professional Development Model." International Journal of Research in Education and Science 11, no. 2 (2025): 409–28. https://doi.org/10.46328/ijres.1287.

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As the educational system is being transformed by challenges and opportunities, supporting the students in the underexplored domain of social and emotional learning becomes vital. This study explores the lived experiences of science teachers from varied lengths of teaching experiences and their perceived key areas that are vital in the development of programs for the promotion of social-emotional learning of the students. Science teachers from varied levels of experience were the participants of the study for the phenomenological design. A validated semi-structured interview guide has been utilized during the focus group discussion. The findings of the study revealed that different levels of teaching experiences influence key areas from which teachers are to be supported for them to ultimately contribute to enhancing practices and outcomes in education. With the study being participated in by science teachers, the study is primarily focused on the experience of the science teachers, it is potentially limiting its applicability of the findings to teachers of other disciplines other than science. Addressing this may contribute to a more comprehensive understanding of SEL and holistic development to transform educational outcomes in Filipino classrooms.

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Hamad, Sara, Hassan Tairab, Yousef Wardat, et al. "Understanding Science Teachers’ Implementations of Integrated STEM: Teacher Perceptions and Practice." Sustainability 14, no. 6 (2022): 3594. http://dx.doi.org/10.3390/su14063594.

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This study examines how science teachers experience integrating science, technology, engineering, and mathematics (STEM) approaches into their teaching. In addition, it further examines the encountered challenges in this regard to shed light on STEM current practices within the context of United Arab Emirates (UAE). This study consists of two stages; the first involved collecting qualitative data using semi-structured interviews to explore three science teachers’ perceptions and lived experiences having infused STEM into their regular teaching in cycle 2 for more than two years. Quantitative data were collected and analyzed in the second phase via the developed closed-ended questionnaire to examine teachers’ perceptions across a larger sample regarding “challenges encountered by teachers when implementing STEM teaching”. Research findings showed that science teachers generally have a positive attitude towards using STEM-based activities. In addition, data revealed that participants implement integrated STEM into their teaching frequently and regularly. Results also indicated teachers encounter challenges while implementing STEM: documentation, the vast curriculum content, and lack of time. Moreover, external challenges (i.e., the lack of supportive guidelines) rather than teachers’ competency (i.e., having sufficient knowledge and skills for implementing STEM teaching) appeared to have the highest impending impact. Finally, we discuss findings and presented implications for teachers, educators, and policymakers.

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Dissertations / Theses on the topic "Science teachers' lived experiences"

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Moran, Renee Rice, Stacey J. Fisher, Monica Billen, and Huili Hong. "The Intersection of Policy and the Lived Experiences of Practicing Teachers." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3594.

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Johansson, Megan. "Teachers' Lived Experiences of the Virtual Learning Environment: A Phenomenological Inquiry." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85127.

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This research project is about the lived experiences of upper secondary school and adult education teachers from a remote region of Sweden, during the global pandemic of 2020 – 2021. Educational change can be understood in terms of experiences, through listening to teachers’ voices, which have the capacity to bring new knowledge for future usage of digital platforms in education. Teaching is an embodied experience and opportunities for movement have become limited in the virtual learning environment. A radical change in the methods of communication has also occured, in particular the verbal and non-verbal clues of oral interaction, which differ in physical and virtual classrooms. Interpersonal relationships have been shown to be of the utmost importance for successful learning, and these need to be formed and maintained both online and offline. Some students are at risk of falling behind academically and socially due to remote learning. The research has shed light on this situation and illustrates how governments should work effectively with teachers to ensure that all students can succeed, regardless of individual setbacks experienced during the global pandemic. This is an ethical responsibility of importance to ensure that no student will be disadvantaged as a result of remote learning.

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Hoy, Sarida Peguero. "To Iron or to do Science: A Storied Life of a Latina from Scientist to Science Teacher." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/58.

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Reform initiatives such as Science for All Americans (AAA, 1989) and National Science Education Standards (NRC, 1996) argue for making science accessible to all children regardless of age, sex, cultural and/or ethic background, and disabilities. One of the most popular and prevailing phrases highlighting science education reform in the last decade has been science for all. In terms of making science accessible to all, science educators argue that one role of science teachers ought to be to embrace students’ experiences outside of the science classroom by becoming aware and inclusive of the cultural resources that student’s households contain. Moll, González and Amanti (1992) termed these cultural resources as funds of knowledge which refer to culturally developed bodies of knowledge and skills essential for household well being. This study examined the career transition of a former Latina scientist from a research scientist to a high school science teacher. Her lived experiences that influenced her career transition were examined using interpretive biography through a feminist theory lens. The following question guided the study: How have the lived experiences of the participant as engaged through cultural, historical, and social interactions influenced a transition in career from a research scientist to a classroom teacher? A former Latina scientist and her family participated in this study to facilitate the documentation, narration, and interpretation of her career transition. The researcher immersed herself in the field for five months and data collection included in-depth interviews with the participant and her family. In addition, the researcher kept a reflexive journal. Data were analyzed using socio-cultural thematic approach to identify snapshots and to develop emergent themes. Data analysis revealed that the participant’s cultural socialization conflicted with the Eurocentric/Androcentric culture of science found in both the university and research laboratories. Consequently the participant’s strong need to have a family was a powerful contributor to her selection of teaching as a second career. The participant’s lived experiences emphasized a need to explore the impact and interaction of ethnicity and gender in the myopic science culture that has left women and people of other cultures at the doorsteps of the scientific enterprise.

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Yusof, Norashikin. "Bruneian secondary teachers' lived experiences of teaching science through EMI (English as a Medium of Instruction) : a Gadamerian analysis applying key concepts from CLIL (Content and Language Integrated Learning)." Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=230598.

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Temanie, Leon F. "The lived experiences of teachers in a particular multilingual context." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/16504.

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Thesis (MPhil)--Stellenbosch University, 2004.<br>ENGLISH ABSTRACT: This study is set at a school where the population of a formerly Afrikaans medium school has radically changed as a result of new education policies in South Africa. An immediate consequence is that English is now used as a parallel LoLT. This research sets out to recount and interpret the lived experience of five teachers in responding to the challenges of teaching in a multilingual classroom. First selected literature on multilingualism and multiculturalism, both pre-set and inset teacher preparation for such contexts, and language policy in education in South Africa are reviewed. The case study uses structured interviews and classroom observation to generate data. A broadly narrative mode is used in exploring and analysing the data. The experiences of the five teachers varied greatly. Important factors in colouring their experience are the degree of facility (or otherwise) in using languages other than their mother tongue to mediate learning, their beliefs on teaching, and their openness or bias towards particular cultural groups. All of them felt that they would have benefited from specific training or development in teaching in a multilingual/multicultural environment. In the final chapter the argument is presented that teachers need support to develop and enhance their teaching strategies. Ideally pre-service teacher education courses should reflect the demographics of South Africa. At the very least all pre-service courses should include a module on multilingualism and offer the knowledge and skills necessary for successful teaching in the new South Africa. In-service courses should also create opportunities for teachers to develop dynamic ways of meeting the challenges they face in the multilingual classroom.<br>AFRIKAANSE OPSOMMING: Vir hierdie studie is ‘n voormalige Afrikaansmediumskool gebruik waarvan die skoolbevolking radikaal verander het as gevolg van die nuwe onderwysbeleid in Suid-Afrika. ‘n Onmiddellike gevolg was dat Engels nou as ‘n parallelle taal vir onderrig en leer gebruik word. Die navorsing handel oor en interpreteer die werklike ervarings van vyf onderwysers in reaksie op die uitdagings om in ‘n multitalige klas onderwys te gee. Eerstens word geselekteerde literatuur oor multitaligheid en multikuturaliteit, die voorbereiding van sowel voordiens- as indiensopleiding van onderwysers vir sodanige kontekste en taalbeleid in die onderwys in Suid-Afrika bespreek. Vir die gevallestudie is gestruktureerde onderhoude en klaskamerwaarneming gebruik om data te genereer. ‘n Breë narratiewe modus is gebruik on die data te ondersoek en ontleed. Die ondervindings van die vyf onderwysers het baie verskil. Belangrike faktore wat ‘n invloed gehad het op hulle ervarings is die mate van bekwaamheid ten opsigte van hulle gebruik van tale wat nie hulle moedertaal is nie om leer te medieer, hulle seining oor die onderwys, en hulle openhartigheid of vooroordeel teenoor bepaalde kulturele groepe. Almal het gevoel dat hulle sou gebaat het by spesifieke opleiding of ontwikkeling ten opsigte van onderrig in ‘n multitalige of multikulturele omgewing. In die laaste hoofstuk word dit gestel dat onderwysers ondersteuning benodig om hulle onderrigstrategieë te ontwikkel en te versterk. Ideaalgesproke behoort onderwyseropleidingsprogramme die demografie van Suid-Afrika te reflekteer. Alle onderwyseropleidingsprogramme behoort ten minste ‘n module oor multitaligheid in te sluit en die kennis en vaardighede aan te bied wat benodig word om ‘n suksesvolle onderwyser in die nuwe Suid-Afrika te wees. Indiensopleiding behoort ook geleenthede te skep vir onderwysers om dinamiese werkswyses te ontwikkel om die uitdagings wat hulle in die multitalige klas gaan teëkom te hanteer.

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Desoto-Strickland, Kathleen. "Kindergarten Teachers' Lived Experiences Regarding Classroom Assessment| A Phenomenological Study." Thesis, New Mexico State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=11009982.

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<p> This qualitative, phenomenological study explored the lived experiences of four state licensed kindergarten teachers with regard to classroom assessment. The purpose of the inquiry was to gain understanding of classroom assessment and its intersection with teacher's practices. The study question was, "What are the lived experiences of state licensed kindergarten teachers with regard to classroom assessment?" A critical theory theoretical framework structured and guided the study. </p><p> • Using the reduction methods as suggested by Van Manen (2014) allowed the researcher to enter a space of openness and understand the teachers' lived experiences with classroom assessment practices. The use of this phenomenological process resulted in the unveiling of four major themes <i>teacher agency, the absence of developmentally appropriate practice, teachers feelings/knowing of assessment and the damage from early childhood assessment</i>.</p><p> Research on early childhood education assessment and teacher practice is a timely endeavor as more children enter schools, daycares, or other means of childcare. Policy makers just like early childhood "creators" of assessment tools need to be mindful of the children first; and acknowledge and understand the place that children and teachers hold when they are making decisions of such importance.</p><p>

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Millan, Jenifer Marie. "Exploring Reggio-Inspired Documentation: Lived Experiences of Elementary Teachers and Children." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1820.

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In this interpretive phenomenological research study, making meaning of teachers and children's experiences of Reggio-inspired documentation takes center stage. Reggio-inspired documentation is a way of visually stabilizing and bringing meaning to experiences, ideas, thoughts and the daily interactions of children and adults (Bonilauri & Rubizzi, 2010; Filippini, Trancossi & Vecchi, 2009; Guidici et al, 2001; Rinaldi, 2006). Collecting research in The School of Inspiration elementary program brings to light the many experiences and possible meanings of Reggio-inspired documentation. The study's participants consist of 2 teachers, 45 children, and me, as a participant researcher, all developing the meaning over time. Utilizing observations, photographs, field notes, journal writing and interviews, I documented this research study over a number of months. During this time, I spent hours in the environment listening, observing and taking photographs and then reflecting back on the experiences. The many experiences developed into three essential themes, transformation and growth, noble lives, and connections. The documentation experiences and the beautiful representations of learning and relationships built layers and moments that scaffold upon each other. A deeper look inside these experiences revealed how each child and teacher fostered a relationship with documentation carefully considering their daily reflection. Reflection led to implications for possible futures in elementary education such as maintaining intentional reflection, developing an academic journey and designing and fostering group identity.

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Holman, Robin Terrell. "The Lived Play Experiences of Kindergarten Teachers: An Interpretative Phenomenological Analysis." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2931.

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Following implementation of the No Child Left Behind Act and Common Core Standards, play experience opportunities by kindergarten students have been compromised. Prior research indicates that how teachers make sense of play is most likely reflected in educational practice. The purpose of this interpretative phenomenological analysis was to gather the lived experiences of 5 kindergarten teachers from northern New England on the nature of play through pre-reflective description and reflective interpretation. Guided by Vygotsky's social constructivist theory as the conceptual framework, the goal of this study was to describe lived play experiences of kindergarten teachers. In-depth, semi-structured interviews were used to answer the main research question about the essence of play as expressed by teachers. Interviews were transcribed, reduced, coded, and analyzed for common thematic elements and essences regarding the impact of how play manifests in curriculum planning and classroom arrangement. Three themes emerged: community building, creative learning, and engaged excitement. The findings revealed that although kindergarten teachers experienced the nature of play differently, play naturally and unequivocally seemed to promote social skills and cooperation, language and concept development, and motivated and self-directed learners. Additional findings showed an incompatibility between the lived world interpretations of kindergarten teachers and the district curriculum expectations. This study influences positive social change by opening educational discussions about kindergarten pedagogy, leading to improved classroom practice.

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Brady, Chequita Franchon. "The lived experiences of selected African-American male elementary teachers in Georgia." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/chequita_f_brady/brady_chequita_f_200808_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Cordelia Zinskie. ETD. Includes bibliographical references (p. 101-116) and appendices.

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Iannaggi, Corina M. "Exploring Visitors’ Lived Experiences in Memorial Museums." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1448829436.

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Books on the topic "Science teachers' lived experiences"

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Poole, Adam. International Teachers’ Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78686-1.

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Roofe, Carmel. The Lived Curriculum Experiences of Jamaican Teachers. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99450-1.

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Siddiqui, M. Raziuddin. Experiences in science and education. Bahadur Yar Jung Academy, 1990.

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Mutonyi, Harriet. Gender equality, HIV/AIDS and marriage: Perspectives based on teachers' lived experiences. Uganda Martyrs University Book Series, School of Post Graduate Srudies and Research, Uganda Martyrs University, 2016.

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Adornato, Philip. Uncovering the Lived Experiences of Junior and Senior Undergraduate Female Science Majors. [publisher not identified], 2017.

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Grover, Shalini. Marriage, love, caste and kinship support: Lived experiences of the urban poor in India. Social Science Press, 2011.

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Education, Association for Science, ed. Primary science: A shared experience : a pack for primary teachers - how to involve parents and others in sharing children's science experiences. Association for Science Education, 1989.

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Education, Association for Science, ed. Primary science: A shared experience : a pack for primary teachers - how to involve parents and others in sharing children's science experiences. Association for Science Education, 1992.

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Education, Association for Science, ed. Primary science: A shared experience : a pack for primary teachers : how to involve parents and others in sharing children's science experiences. Association for Science Education, 1992.

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Bill, Barnes, Shinohara Mayumi, Wenn Richard, and Sussman Art, eds. Tales from the electronic frontier: First-hand experiences of teachers and students using the Internet in K-12 math and science. WestEd, 1996.

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Book chapters on the topic "Science teachers' lived experiences"

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Koopman, Oscar. "I Am Ready for This New Curriculum: The Lived Experiences of a Physical Science Teacher." In Science Education and Curriculum in South Africa. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40766-1_4.

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Poole, Adam. "The Precarious." In International Teachers’ Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78686-1_5.

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Poole, Adam. "Conclusion." In International Teachers’ Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78686-1_7.

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Poole, Adam. "The (Inter)cultural." In International Teachers’ Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78686-1_4.

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Poole, Adam. "International School Teachers: Motivations and (Mis)conceptions." In International Teachers’ Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78686-1_3.

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Poole, Adam. "The Resilient." In International Teachers’ Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78686-1_6.

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Poole, Adam. "Introduction." In International Teachers’ Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78686-1_1.

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Poole, Adam. "Mapping the International School Landscape: Situating Chinese Internationalised Schools." In International Teachers’ Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78686-1_2.

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Rochette, Emily. "Understanding the Complexity of Science Teachers’ Lived Experience as They Navigate Two Out-of-Field Areas: Implications and Possibilities." In Out-of-Field Teaching Across Teaching Disciplines and Contexts. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9328-1_5.

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Roofe, Carmel. "How Schools Shape Teachers’ Currere." In The Lived Curriculum Experiences of Jamaican Teachers. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99450-1_2.

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Conference papers on the topic "Science teachers' lived experiences"

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Bohrer, Jason, Jake Baskin, Bryan Twarek, Tom McKlin, Lijun Ni, and Yan Tian. "A Less Diverse Pool of Computer Science Teachers, but More Diverse Professional Learning Experiences." In 2023 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2023. http://dx.doi.org/10.1109/respect60069.2023.00009.

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Supkhonovna, Hakimova, Boltayeva Abdullayevna, Musayeva Karamatovna, and Aslanova Sulaymanovna. "National and International Experiences in the Field of Development of Methodological Skills of Future Teachers in the Process of Higher Education on the Basis of a Cognitive Approach." In The International Conference on Humanities Education, Law, and Social Science. SCITEPRESS - Science and Technology Publications, 2024. https://doi.org/10.5220/0013424500004654.

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"Technology in the Classroom: Teachers’ Technology Choices in Relation to Content Creation and Distribution." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4201.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.

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Miller-Rushing, Anica. "Science Teacher Agency: How Lived Experiences Are Attended to in Science Education Literature Within a Meta-Analysis." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1682067.

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Young, Michael. "Science and the State: Examining the Ideological Apparatus of Reading Policy Through Teachers’ Lived Experience." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2101392.

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Mphuthi, Mochina, and Molaodi Tshelane. "REFLECTIONS BY PRE-SERVICE ECONOMIC AND MANAGEMENT SCIENCES TEACHERS ON THEIR EXPERIENCES OF REMOTE LEARNING IN CURRICULUM PRACTICE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end084.

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"Curriculum reformists were caught off-guard over the past two years by the unforeseen and extreme pressure of the COVID-19 pandemic. This phenomenon threatened to engulf humans in despair. Institutions of higher learning initiated moves to remote learning, as a measure to prevent the spread of the virus while continuing to promote teaching and learning. Scholars were absorbed by grasping the importance and application of a revolution in curriculum reform. The use of remote learning in curriculum practice to improve teaching and learning is a recent initiative in the package of curriculum and pedagogical reforms in South Africa. The aim of this paper is to reflect on adaptive experiences of pre-service economic and management sciences teachers, their ability to adapt curriculum practice to remote learning of this specific curriculum, and pedagogical reform of the use of remote learning in schools. An architecture theory, which draws on the famous quotation of Adolf Loos's parable about “the poor rich man” and whether they really understand the lesson, was used as the main lens for the study. An interpretative phenomenological analysis approach, as a form of critical education science, was employed to generate data. The basic purpose and essence of the IPA approach in a qualitative research study is to examine the life experiences of the research participants and to allow them to narrate the research findings through their lived experiences and critical reflections, thereby deliberately embracing diversity as characterised by the unequal context of South African education. Phenomenological analysis was used to arrive at the following findings. First, higher learning institutions are obligated to create practical learning experiences for pre-service teachers. Second, the phenomenon that resulted in the necessity to embrace remote learning impacted participants academically, socially and psychologically. The paper concludes with the recommendation that the prefigured remote learning for professional teaching practice should be reconfigured."

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Constantinescu, Roxanasorina. "LEARNING BY PLAYING. USING COMPUTER GAMES IN TEACHING ENGLISH GRAMMAR TO HIGH SCHOOL STUDENTS." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-109.

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Today’s students are totally different from the previous generations. They think, act, communicate, and even learn differently. Many of them know how to work on a computer, especially how to play games, before knowing how to read or write. There is no doubt about the educational role of the computer. More and more teachers have become interested in the potential role of the computer to support and motivate pupils’ learning not only in computer science classes, but also in languages, arts, social sciences and many other classes. Teachers try to adjust their teaching methods to the new realities so that they might create a successful and motivational learning context close to students’ every day life. The students’ interest in computer games should be addressed in the classroom, as they are an important part of their lives. Thus, the knowledge will be achieved faster, better, in a more pleasant way, and for a longer period of time. The learners will have the opportunity not only to use the existing games, but also to create their own ones to fit their own individual learning needs. The method is supported by learning theories, such as Constructivism which strongly recommends the teachers to be aware of the experiences, the knowledge and the skills the pupils have when they come to school. The paper examines the role that the computer games might play in teaching, learning and practicing English grammar. The paper focuses on: advantages and disadvantages of using computer games in the classroom, types of games, teaching and learning strategies, the roles of the teacher and of the students in game based teaching and learning classes.

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Semjonova, Simona. "Using Portraiture Methodology to Tell Stories of Teachers’ Lived Experiences." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.57.

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Sara Lawrence-Lightfoot pioneered a new qualitative research design, portraiture, in the 1980s. The aim of this integrative review was to analyze the use of portraiture in studies about general secondary education teachers to determine researchers’ motivation for choosing portraiture over other similar qualitative research designs such as ethnography and phenomenology, and synthesize the findings to provide a research agenda about the use of portraiture methodology in studies about teachers. Electronic databases Jstor, Taylor & Francis, and Springer were searched to identify studies about pre-service and in-service general secondary education teachers that used portraiture as the research design. Publications about early childhood education teachers and higher education teachers were excluded. Likewise, studies that portrayed students or schools were excluded. 10 publications were included in the review. Within the publications, the most frequently reported reason for using portraiture methodology was that it allowed to portray the richness and complexity of teachers’ lived experiences in a language that could be understood by readers beyond the scientific community. For now, portraiture is not as widely utilized as other qualitative research designs. It has potential to become more accepted in educational research, as it allows researchers to share the nuanced and complex stories of teachers’ strengths and lived experiences and, thus, drive social change.

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Williams, Titus, Gregory Alexander, and Wendy Setlalentoa. "SOCIAL SCIENCE STUDENT TEACHERS’ AWARENESS OF THE INTERTWINESS OF SOCIAL SCIENCE AND SOCIAL JUSTICE IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end037.

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This qualitative study is an exploration of final year Social Science education students awareness of the intertwined nature of Social Science as a subject and the role of social justice in the classroom of a democratic South Africa. This study finds that South African Social Science teachers interpret or experience the teaching of Social Science in various ways. In the South African transitional justice environment, Social Science education had to take into account the legacies of the apartheid-era schooling system and the official history narrative that contributed to conflict in South Africa. Throughout the world, issues of social justice and equity are becoming a significant part of everyday discourse in education and some of these themes are part of the Social Science curriculum. Through a qualitative research methodology, data was gathered from Focus Group Discussion (FGD) sessions with three groups of five teacher education students in two of the groups and the third having ten participants from the same race, in their final year, specializing in Social Science teaching. The data obtained were categorised and analysed in terms of the student teacher’s awareness of the intertwined nature of Social Science and social justice education. The results of the study have revealed that participants had a penchant for the subject Social Science because it assisted them to have a better understanding of social justice and the unequal society they live in; an awareness of social ills, and the challenges of people. Participants identified social justice characteristics within Social Science and relate to some extent while they were teaching the subject, certain themes within the Social Science curriculum. Findings suggest that the subject Social Science provides a perspective as to why social injustice and inequality are so prevalent in South Africa and in some parts of the world. Social Science content in its current form and South African context, emanates from events and activities that took place in communities and in the broader society, thus the linkage to social justice education. This study recommends different approaches to infuse social justice considerations Social Science; one being an empathetic approach – introducing activities to assist learners in viewing an issue from someone else’s perspective, particularly when issues of prejudice or discrimination against a particular group arise, or if the issue is remote from learners’ lives.

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Vlada, Marin. "THE NEW CULTURE OF LEARNING - THINKING IS EVOLUTION OF LEARNING OVER TIME." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-145.

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The learning culture in knowledge society. Pseudo Ecuation: THINKING = LEARNING + REPRESENTATION + INTERPRETATION. - How to Create a Learning Culture: The New Learning Architect - A contextual model for learning - Learning = adaptation ; Learning is a culture. - When young people are engaged and encouraged to contribute and collaborate, learning becomes deeply personal and beneficial. - It's all about the learning and creating the environment to sustain this culture is critical to the future of education. -The short answer is that a culture of learning is a collection of thinking habits, beliefs about self, and collaborative workflows that result in sustained critical learning. - Almost anything can be learned -- and unlearned. It is simply a matter of identifying desired characteristics and then using the Gradual Release of Responsibility Model, intentionally letting it happen.- Our learning culture promotes the values most likely to support a positive experience, whilst inspiring and motivating our students. It provides a shared sense of purpose for staff, learners, parents, businesses and the local community. Man to live in prosperity and happiness, and to adapt to the conditions and rules of society needs to learn and to develop their personality throughout life. By learning has access to global knowledge treasure and thus can improve the lives and how to adapt to all the changes, reforms and the events of his life and society. Life and experience teaches that human needs and defense, it refers to the negative influences of man, from society and from nature, sometimes from their own actions and decisions. From the experiences and emotions of so far, can anyone argue? SCIENCE: languages and concepts, information and knowledge, methods, techniques, methodologies SCIENCES developed the needs and practical necessity, sometimes urgent, inventing and building concepts, methods, technologies, and miscellaneous devices incorporating advances in science and technology, all in a continuous dynamic change and evolution.

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Reports on the topic "Science teachers' lived experiences"

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Millan, Jenifer. Exploring Reggio-Inspired Documentation: Lived Experiences of Elementary Teachers and Children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1819.

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Otsuki, Yumiko. Being an "Other": The Significance of Teachers' Lived Experiences in Working with Culturally and Linguistically Diverse Students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3134.

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Gregory P. Wilson, Gregory P. Wilson. The DIG Field School: Hands-On Paleontology Experiences for K-12 Science Teachers. Experiment, 2013. http://dx.doi.org/10.18258/0158.

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Kalra, Prachi. Impact of storytelling and children’s literature on developing teachers. Indian Institute for Human Settlements, 2023. https://doi.org/10.24943/tesf1202.2025.

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This report is based on a year-long project that studied the impact of the Storytelling and Children’s Literature (STCL) course, offered as part of the Bachelor of Elementary Education (BElEd) programme, on the personal and professional trajectories of BElEd alumni and teacher educators. The study examines the ways in which BElEd alumni negotiate their agency as teachers and professionals in other educational contexts while working in conservative spaces that are dominated by a skill-based approach to teaching language and literacy. Using narrative interviews, the project intends to capture the lived experiences of teacher educators in eight colleges offering the BElEd programme. The aim is to capture the big and small ways in which STCL as an open-format course has impacted the discourse around the pedagogy of language and literacy. The study reveals that alumni working in different sectors of education have employed storytelling skills and knowledge about children’s literature to nurture the socio-emotional growth and literacy skills of their students.

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Singh, Anisha. Before you wreck yourself: A guide to facing the hard truth that we are all one level removed. Busara, 2024. http://dx.doi.org/10.62372/qrnz2936.

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In this guide we emphasize several key principles for conducting thoughtful behavioral science research in international development contexts. These principles highlight the importance of avoiding biases, building meaningful partnerships, and placing the community’s lived experiences at the center of the research process. We acknowledge the complexities of conducting research in diverse contexts and encourage researchers to recognize their own biases and work collaboratively with local organizations. Our aim was to address the challenges researchers may face when conducting behavioral science research in international development. We recognize the need for a deeper understanding of human behavior, local needs, and viable solutions in such contexts. To achieve this, the guide emphasizes the importance of collaborative partnerships between researchers and on-the-ground organizations, with each party contributing their expertise.

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Datta, Sayantan, Debomita Mukherjee, Prajwal Gaikwad, Shreya Sridhar, and Riya Parekh. No Space for Some Transgender, Gender Non-Conforming and Gender Non-Binary Persons’ Access to Science Higher Education in India. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf0806.2023.

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This project undertakes a large-scale quantitative and qualitative investigation into the lived experiences of transgender, gender non-conforming and gender non-binary persons in the Indian science ecosystem. Towards this goal, the study uses four key research methods: (a) applications under the Right to Information Act, 2005 to investigate the status of implementation of the legislative, judicial and policy documents that govern the access of transgender, gender non-conforming and gender non-binary persons to the Indian science ecosystem; (b) a policyscape approach to policy analysis to understand the effectiveness of the legislative, judicial and policy interventions that govern the access of transgender, gender non-conforming and gender non-binary persons to the Indian science ecosystem; (c) qualitative interviews and focus group discussions to understand the ways in which transgender, gender non-conforming and gender non-binary persons negotiate the Indian science ecosystem; and (d) a comparative historiography to understand and explicate the possibilities of political solidarity between different marginalised groups in the context of higher education in science in India, including caste-, gender- and disability-marginalised groups.

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Manai, Jojo, and Jeremy Roschelle. Connecting SEERNet and Improvement Science to Pursue Better Outcomes in Schools. SEERNet, Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/234.

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In every school, dedicated teachers strive to support their students' unique learning journeys. Imagine a classroom where potential challenges are quickly identified and met with precise interventions. Imagine a school or school district where the many potential ways to solve problems can be quickly tested, and the best solutions rapidly scaled up across the district. We explore how this vision can become a reality through the integration of Improvement Science with SEERNet's data and research capabilities. Improvement Science offers a structured approach to identifying and solving problems. SEERNet—a network of digital learning platforms, researchers, and educators—provides a method to use evidence to compare alternative approaches to supporting students on the basis of detailed data from students’ experiences in digital learning platforms. However, this vision cannot be realized in isolation. Collaboration between researchers and practitioners is vital for improving student outcomes. Researchers contribute theoretical knowledge and empirical skills, while practitioners bring on-the-ground professional experience and knowledge about what works for their students. Working together, they can advance how educational technologies are used for student learning in ways that are research based, practical and relevant. This white paper explores how and why SEERNet could be combined with Improvement Science methodologies. We delve into the collaborative power of Networked Improvement Communities (NICs), a core method in Improvement Science. We then examine the dynamic interplay between SEERNet's approach and Improvement Science. A scenario illustrates how a school district could use Terracotta, a platform that enables research within a popular LMS, to address reading comprehension barriers in STEM subjects for English learners and students with disabilities. Researchers and teachers collaborate to test assignment modifications, such as adding text-to-speech tools and steps to clarify questions. Using iterative Plan-Do-Study-Act (PDSA) cycles, they refine these strategies based on data, resulting in improved outcomes. The paper concludes with five recommendations: fostering collaboration, enhancing data sharing, leveraging root cause analysis, implementing iterative improvements, and scaling successful interventions.

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Riedinger, Kelly, Victoria Sellers, and Martin Storksdieck. ISL Framework Project: Baseline Survey Findings. Oregon State University, 2024. http://dx.doi.org/10.5399/osu/1176.

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The Informal STEM Learning (ISL) project1 research team from the STEM Research Center at Oregon State University, in collaboration with project partners, conducted a baseline survey with members of the informal STEM learning community. The main goals of the ISL Baseline Survey were to 1. Understand the current lived experiences of ISL professionals and determine factors around professional learning that might enhance belonging to institutions and the field of ISL, and success individual’s careers in ISL; and 2. Gain insights into current awareness and knowledge of the Framework and perceived needs in the community to make the Framework useful and usable for a variety of purposes. Findings from the baseline survey complement data from listening sessions and transference panels. Collectively, the project team can use baseline survey findings to inform the development of resources for the Framework, including how to best socialize the Framework into the ISL community. The survey was based on a similar survey to the ISL community conducted by the Center for the Advancement of Informal STEM Learning (CAISE), further co-developed by all project partners, and disseminated from contact lists from the Association of Science and Technology Centers (ASTC). 732 respondents started the survey, and 630 completed at least one scale of survey items. This summary shares high-level findings from our initial analysis of the survey data of those 630 respondents to the survey.

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Exploring Hispanic Students’ Connections to Computer Science Content: Towards a Culturally Responsive Computer Science Learning Experience. The Learning Partnership, 2023. http://dx.doi.org/10.51420/conf.2023.3.

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As schools returned to in-person classes in SY21-22, the Exploring Connections to CS program was implemented for the first time as a strategy to help students make personal connections to CS content in ECS classes. Research shows that these connections are particularly important for Hispanic students, a student group that showed inequitable outcomes in previous research on ECS. With still some pandemic-related restrictions in place and limited access to the classroom, data collection during the pilot year consisted of student surveys and coursework, in addition to interviews with the teachers. Using findings from the analysis of student work, this paper explores how Hispanic students engaged in EC2CS activities and the types of personal connections they were making between CS topics and their lives. Findings suggest that themes of family and community are important aspects in Hispanic students’ lives. However, there is little evidence on whether using aspects of their lives increased students’ understandings of computer science topics. Thus, further research is needed to better understand the impact of EC2CS on Hispanic students’ overall CS learning experience. Additional research is also needed to explore the role of students’ linguistic backgrounds in their CS learning experiences. This is particularly relevant in the context of this study, as many of the Hispanic students in CPS are bilingual and/or classified as ELL.

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