ABSTRACT
This qualitative study investigated teachers' experiences teaching physics in public schools, examining preparation, delivery, instructional materials, technology integration, evaluation tools, and performance outputs. Data were collected through interviews with twelve (12) physics teachers, utilizing validated researcher-developed questionnaires, and analyzed using thematic analysis. The findings revealed that teacher preparation emphasized curriculum alignment, foundational knowledge, structured lesson planning, varied instructional resources, student-centered activities, and assessment-focused strategies. Lesson delivery involved blended approaches, technology integration, real-world connections, and active learning through experiments and problem-solving. Teachers employed both digital and printed materials to cater to diverse learner needs, while technology facilitated interactive learning and assessment. Evaluation tools comprised formative and summative assessments, as well as performance tasks that applied learning. This study provides a foundational framework for designing a responsive in-service training program aimed at enhancing physics teaching in public schools.
Keywords: Experiences in Teaching Physics, Public Schools, Groundwork, In-service Training Program
INTRODUCTION
Physics is a branch of science that focuses on understanding the natural world and has played a crucial role in human advancement. The principles of Physics are applied in daily life, from household activities to technological innovations, making it essential in the modern world. Having a strong foundation in physics equips us to simplify complex concepts (Fulminar, 2022).
Despite the significant role of physics, Philippines still faced challenges in science education. In the 2019 Trends in International Mathematics and Science Study (TIMSS), the country ranked last among 58 participating nations (Mullis et al., 2019). Similarly, the 2022 Programme for International Student Assessment (PISA) placed the Philippines 77th out of 81 countries (DepEd, 2022). Local studies have also highlighted these concerns. Caballes and Capinig (2020) found that students exhibited a "very low mastery level" in Science Content Knowledge (SCK) across concept and application domains. Likewise, Diate and Mordeno (2021) identified scientific literacy, numeracy, inadequate physical facilities, and challenges in real-life application as major obstacles in physics education. Knowledge is acquired through experience and that truth is determined by its outcomes. It was noted by Caballes (2020) that students struggle with procedural changes and concept application in physics.
In the 21st century, science teachers show a essential role in guiding learners to explore, understand fundamental concepts, develop problem-solving skills, and gather evidence to support their ideas. Science education not only addresses real-world problems but also enhances knowledge, fosters educational development, and improves quality of life.
Building on these insights, this study delved into the teachers’ experiences in teaching Physics in public schools, examining six key aspects: teacher preparation, lesson delivery, instructional materials, technology integration, evaluation tools, and performance outputs. The findings provided a foundation for designing a targeted in-service training program for Physics educators.
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