Uncovering the Challenges Faced by Primary School Science Teachers in Implementing Experimental Teaching: A Data Analysis Based on a Questionnaire Survey Conducted in Western China

Primary school science is a discipline grounded in experiments, and experimental teaching holds paramount significance in primary school science education in China. Nevertheless, the implementation problems of experimental teaching are frequently disregarded. This research endeavors to disclose the concrete challenges encountered by primary school science teachers in the western region of China during the implementation of experimental teaching, analyze their implications, and put forward corresponding mitigatory measures. Based on a questionnaire survey regarding the current state of primary school science experimental teaching in 21 areas of western China, it is unveiled that primary school science teachers in the western region of China confront deficiencies in scientific professional attainment, the necessity to enhance the attitude towards experimental teaching, and a partial shortage of experimental teaching resources. These hardships result in the deterioration of the quality of experimental teaching, the attenuation of students’ learning interests, and the exacerbation of teachers’ job burnout. Hence, measures should be initiated in aspects such as teacher training, resource development, and enhanced emphasis to assist primary school science teachers in the western region of China in implementing experimental teaching more effectively and elevating the quality of primary school science experimental teaching.