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Understanding the Students' Adversities in the Science Classroom

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Title: Understanding the Students' Adversities in the Science Classroom
Language: English
Authors: Solis-Foronda, Marisol (ORCID 0000-0001-6447-0245), Marasigan, Arlyne C. (ORCID 0000-0003-2362-7634)
Source: Journal of Education and e-Learning Research. 2021 8(1):52-58.
Availability: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
Peer Reviewed: Y
Page Count: 7
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: Science Instruction, Teacher Effectiveness, Teacher Influence, Student Experience, Student Problems, Negative Attitudes, Science Interests, High School Graduates, College Students, Young Adults, Pedagogical Content Knowledge
ISSN: 2518-0169
Abstract: Science has long been regarded as an important subject in a school curriculum and science teachers play a vital role in the learning process of the students in the science classrooms as well as in other subjects. However, students still encounter problems related to their science teachers, which significantly influence their academic performance in science. Using a qualitative phenomenological design, an in-depth and systematic analysis of the students' experiences gathered during the face-to-face interview provided a detailed explanation of the teacher-based adversities in the science classroom. The students who participated in this study revealed that they had encountered various teacher-based adversities, which disrupted and affected their learning and performance in the science classroom. Students experienced having a teacher of limited pedagogical content knowledge in science, and little commitment to teach science in the classroom. Consequently, the students were not encouraged to learn science; they lost interest to learn science as well as they have developed a negative attitude towards their teachers and the subject. In the same manner, the students experienced difficulty in understanding the topic and inability to connect previous information to a new one because of having a teacher of little commitment in the instruction of science. With this, the interested parties such as the teachers, administrators, students can develop appropriate actions to address these problems not only in the science classroom but in the school in general.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1289387
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Solis-Foronda%2C+Marisol%22">Solis-Foronda, Marisol</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6447-0245">0000-0001-6447-0245</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marasigan%2C+Arlyne+C%2E%22">Marasigan, Arlyne C.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2362-7634">0000-0003-2362-7634</externalLink>)
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  Data: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
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  Data: Science has long been regarded as an important subject in a school curriculum and science teachers play a vital role in the learning process of the students in the science classrooms as well as in other subjects. However, students still encounter problems related to their science teachers, which significantly influence their academic performance in science. Using a qualitative phenomenological design, an in-depth and systematic analysis of the students' experiences gathered during the face-to-face interview provided a detailed explanation of the teacher-based adversities in the science classroom. The students who participated in this study revealed that they had encountered various teacher-based adversities, which disrupted and affected their learning and performance in the science classroom. Students experienced having a teacher of limited pedagogical content knowledge in science, and little commitment to teach science in the classroom. Consequently, the students were not encouraged to learn science; they lost interest to learn science as well as they have developed a negative attitude towards their teachers and the subject. In the same manner, the students experienced difficulty in understanding the topic and inability to connect previous information to a new one because of having a teacher of little commitment in the instruction of science. With this, the interested parties such as the teachers, administrators, students can develop appropriate actions to address these problems not only in the science classroom but in the school in general.
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        Type: general
      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Teacher Influence
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      – SubjectFull: Student Experience
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      – SubjectFull: Student Problems
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      – SubjectFull: Negative Attitudes
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      – SubjectFull: Science Interests
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      – SubjectFull: High School Graduates
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      – SubjectFull: College Students
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