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Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Exploring Lived Experiences of Junior High School Science Teachers in Facilitating
Learning Using Inquiry-based Approach

b
Annalisa F. Aglosolos a, b* , Catherine Genevieve B. Lagunzad, PhD , and Cornelia C. Soto, PhD c

a b
Tañong High School, Marikina City Department of Biology, School of Science and Engineering, Ateneo de
c
Manila University, Quezon City Department of Education, School of Social Sciences, Ateneo de Manila
University, Quezon City * Corresponding Author: annalisa.aglosolos@obf.ateneo.edu

ABSTRACT

Science education boosts a curriculum that promotes inquiry-based approach in teaching science as it
involves multifaceted activities of making observations, asking questions, examining facts through
experimentation, using appropriate tools in gathering, analyzing and interpreting data, proposing possible
solutions and alternative explanations of a phenomenon and communicating the results. However, despite
the positive effects on students’ achievements, there is scant to no study that explores the fundamental
meaning structure of the Science teacher’s experiences, including their challenges and coping mechanisms,
in facilitating students’ learning using inquiry-based approach. With this gap, grounded on phenomenologi-
cal inquiry, alongside the Giorgi Descriptive Phenomenology (2009), this study explored the Junior High
School Science teacher’s experiences in facilitating learning and teaching science using inquiry-based
approach. It was found out that using teacher’s questions that stimulated higher-order thinking skills and
experimentation were used to direct teaching and learning towards inquiry. However, the students’ level of
comprehension and making their classroom a laboratory room contributed challenges in using the
inquiry-based approach. There is a lack of quality learning materials and facilities. Furthermore, there is no
responsible laboratory technician that resulted in lapses in the implementation of safety and emergency
measures. It was emphasized that their Learning Action Cell (LAC) sessions helped in getting the support
they need in addressing their challenges and sharing their best practices on the use of inquiry- based
approach but teachers' need of a professional development program that would address their current need
and difficulty were profoundly desired.

Keywords: Science teaching, inquiry-based approach, facilitating learning, phenomenology, learning
action cell

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