EXPLORING THE LIVED EXPERIENCES OF ELEMENTARY TEACHERS IN EMPLOYING HANDS-ON STRATEGIES IN TEACHING SCIENCE

The purpose of this qualitative phenomenon was to divulge the experiences, coping mechanisms, and insights of elementary teachers in employing hands-on strategies in teaching science. It comprised fourteen (14) public elementary teacher participants selected using a purposive sample technique, with seven (7) in-depth interviews and seven (7) in a focus group discussion. The data analysis employed data coding and thematic analysis. The elementary teachers employed hands-on strategies by promoting experiential learning and encouraging discovery, utilizing variety of materials and appropriate tools, conducting experiments and hands-on activities, and adapting activities to students’ needs. There were issues that emerged from the problem namely: gaining benefits in using hands-on learning, developing hands-on learning, experiencing mixed emotions in doing hands-on activities, struggling with limitations of resources, experiencing challenges in students’ engagement and participation, experiencing instructional challenges, having difficulty in classroom management, struggling with time management and preparation, and encountering challenges on communication and comprehension. To address the issues, teachers mentioned ways: establishing commitment to student success, having professional collaboration and resource management, employing instructional strategies for effective teaching, having effective resource utilization, imbibing creativity and having instructional support, and doing simplification of activities and engage enjoyment in learning. They also cited insights they could share to others, namely: gain support from educational authorities, prepare and plan the lesson to deepen understanding, employ teaching strategies and approaches, provide platforms for collaboration and share with others, doing continuous learning and professional development, ensure engagement and student-centered learning, and utilize resources. The findings are important for elementary teachers, parents, students, DepEd officials, administrators, and future researchers to raise awareness and create best practices employing hands-on strategies in teaching science to deliver high-quality education. KEYWORDS: Experience, Hands-On, Strategies, Qualitative-Phenomenological Approach, Davao Del Norte.