This paper reports an autoethnographic study of a junior high school chemistry teacher’s field experience in remote chemistry teaching during the Enhanced Community Quarantine (ECQ) brought by COVID-19 in the Philippines. The teaching of chemistry for Junior High School in an online setting is possible but has challenges as well. Rooted from the pedagogic data and self-narration, this work examined the insights on the lessons, challenges and opportunities associated in teaching chemistry in basic education in an online mode. The researcher’s online chemistry teaching experience can be recapped in an acronym “REACH OUT”. Reinventing the wheel; Exploring the possibilities; Aligning to core essentials; Creating a learning routine; Hooking students online meaningfully; Offering consistent means of communication; Using authentic and reflective assessments; and Trusting the process. This paper, a pioneering of its kind, offers implications that can be embraced as we move into the new normal of having optimized online teaching experience and in shaping an undisruptive education that is responsive to crisis like the COVID-19 pandemic.
The outbreak of COVID-19 pandemic as a massive global concern has brought unprecedented challenges in different sectors of the world. One of it is education which posed as one of the most vulnerable sectors significantly impacted by it. This phenomenon changed the mode of instructional delivery and the viewpoint of education stakeholders on the kind of learning continuity applicable to the learners amidst the looming uncertainty brought about by the health crisis. Using phenomenology, this study explored the voices of public Science school teachers regarding their instructional dilemmas to adapt in the demands of the new normal teaching and learning. Findings uncovered seven emerging emotional themes capped as HOPEFUL: Hard-working and dedicated; Optimistic amidst uncertainty; Problematic yet reflective; Evenhandedness in responsibilities; Frightened but ready; Undisruptive desire to reach; and Life-long learner. Despite the evident uncertainties of the situation, this paper describes the experiences of the Science teachers in their response to their mission of shaping today’s generation towards undisruptive education.
This study explored the online teaching experiences of the Junior High School teachers through the lens of the Community of Inquiry (CoI) framework by investigating their perceived level of confidence, pedagogical practices and encountered challenges. Employing concurrent-convergent mixed method design, the study included 66 Junior High School teachers who perceived themselves most confident in the aspect of teaching presence, followed by cognitive presence, then social presence. Having CoI as the school's adapted framework in facilitating online instruction, teachers identified CoI teaching strategies that address the challenges and hindrances in the execution of online instruction underscoring the different presences (teaching, social, and cognitive) and raised instructional dilemmas and challenges that hinder its optimum execution. Recommendations were also offered as inputs in the improvement of the existing school policies and practices in the conduct of online teaching and learning.
This work presents a pedagogical exploration of Junior high school teachers in drawing an integration between creative writing and chemistry concepts in understanding the behavior of chemical elements as means of addressing the competencies of the Science and English learning areas in an online instructional delivery. Titled A SHORT CHEMISTORY, this paper explores the expected skills, challenges, and opportunities in the possibility of integrating the two disciplines as an innovative way of developing engagement and comprehension among learners in a remote platform. Results uncovered that the said interdisciplinary performance task was pedagogically possible despite the challenges encountered by the facilitators and the learners. Adequate foundational knowledge of the lesson and skills associated with the expected output for both teachers and students, and the need for purposeful interaction and collaboration, are identified as the essential skills expected to attain the objectives of the integration. Teachers found it challenging to see the seamless integration of the chemical element’s characteristics in the characters of the story through lack of depth of personification and time constraint. The integrated task paved the way for several opportunities for both teachers and students in terms of creativity, collaboration, and sense of fulfillment.
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