Shaping Future Scientists: Exploring the Teaching Experiences of Secondary Educators in Special Science Classes
Arlene Agunod, Josephine Baguio
Received: 21 December 2025; Revised: 01 February 2026; Accepted: 10 February 2026; Published: 13 February 2026
DOI: https://doi.org/10.66074/L6K5J4H3G
Abstract
This phenomenological study explored the lived experiences of ten secondary educators assigned to Special Science Classes in public schools within Carmen District, Division of Davao del Norte. Through in-depth interviews and reflexive thematic analysis, the study uncovered the complex realities of specialized science instruction. Findings revealed that teachers navigated significant challenges, specifically limited instructional resources, diverse student abilities, and balancing specialized science instruction with other responsibilities. To overcome these hurdles, participants employed dynamic coping strategies, relying on differentiated instruction, visual and hands-on learning materials, and collaborative peer support. These experiences yielded profound professional insights, emphasizing enhanced teaching confidence, deeper appreciation for student curiosity, and renewed passion for science education. Teachers characterized Special Science Classes as demanding yet deeply meaningful, requiring continuous adaptation, creativity, and commitment to inquiry-oriented learning. These findings underscore the need for targeted resource planning, comprehensive teacher support, and continuous professional development.
Keywords: phenomenology, science teaching, secondary educators, special science classes, teacher experiences
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; [email protected]