Vol. 3 No. 1 (2024): The QUEST: Journal of Multidisciplinary Research and Development
Articles

Navigating the Intersection: A Phenomenological Exploration of Physical Science Teachers Teaching Biology

  • Lucky Sonny Ligsanan,
  • Jo Neil Peria
Lucky Sonny Ligsanan
Bataan Peninsula State University
Jo Neil Peria
Nueva Ecija University of Science and Technology, Cabanatuan City, Nueva Ecija, Philippines
DOI: https://doi.org/10.60008/thequest.v3i1.196

Published 06/30/2024

Keywords

  • Pedagogical-Content Knowledge,
  • Spiral Progression,
  • Biology Teachers,
  • Physical Science Teachers,
  • Didactic,
  • Orientation to Science
    • ...More
    Less

How to Cite

Ligsanan, L. S., & Peria, J. N. (2024). Navigating the Intersection: A Phenomenological Exploration of Physical Science Teachers Teaching Biology. The QUEST: Journal of Multidisciplinary Research and Development, 3(1). https://doi.org/10.60008/thequest.v3i1.196

Copyright (c) 2024 The QUEST: Journal of Multidisciplinary Research and Development

Creative Commons License

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Abstract

This paper presents research on the lived experiences of physical science teachers teaching biology in junior high school. Previous research in teaching science in spiral progression approach identifies teachers‘ challenges and how they are overcoming them. This study adopted a phenomenological research design to provide a broader and in-depth insight into the specialized knowledge and understanding that physical science teachers possess about how to effectively teach biology to students. The findings informed that the orientation of the participants is practically didactic. Moreover, the overall PCK of the physical science teachers in teaching biology was adaptive or able to adjust to comply with the required learning competencies of teaching biology.

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References

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