Generated Analogies and Conceptual Understanding Of Chemistry Teachers

Abstract

The effective use of analogies in regular science teaching has created meaningful learning among students. The study explored the quality of analogies and level of understanding of teachers on selected topics in Chemistry.  All 30 chemistry teachers from 30 public high schools in Samar, Philippines served as respondents of the study.   A quantitative descriptive research design was used.   Data were collected using the Analogy Worksheets (AWs) crafted by the researcher in consultation with experts in Chemistry.  Results revealed that chemistry teachers have no adequate knowledge in teaching Chemistry as evidenced by the quality of analogies that they have generated.  None of them has shown sound understanding on the different topics in Chemistry. Thus, there is a need to formulate a faculty development program where chemistry teachers can pursue advanced studies in chemistry and participate in in-service trainings, conferences, and seminars to enhance their teaching competence. Lectures with invited experts could be done to ensure integration of courses on subject matter, pedagogy, and field experiences.