A Narrative Inquiry into Chemistry Teachers' Experiences with Stoichiometry

AUTHOR(S)

Liza Lou W. Garcia

ABSTRACT

— This narrative inquiry investigated chemistry teachers’ experiences in teaching stoichiometry, a challenging topic in senior high school. Using a qualitative methodology to delve into the lived experiences of seven experienced chemistry teachers with three years of experience chosen by purposive sampling, faceto-face/phone call interviews were conducted, and the interview guide underwent a rigorous multi-stage validation process involving expert review to enhance credibility. Data analysis followed narrative analysis principles, aiming to identify key themes and patterns within the teachers’ stories. The study showed that teaching chemistry was both challenging and rewarding for educators. Educators emphasized the importance of problem-solving practice, visual aids & hands-on demonstrations, individualized support, and technology integration to enhance student understanding of stoichiometry. Key insights suggest that effective instruction includes a step-by-step problem-solving approach, balancing equations and solving stoichiometric problems, using manipulatives and laboratory activities, providing intervention and assessment, offering timely feedback, and utilizing multimedia resources and online learning management systems (LMS) and software. This analysis also led to the creation of a new visual framework called the Stoichiometry Teaching Experiences Thematic Diagram “STETD”, which gives a structured overview of these interconnected factors. The STETD was a useful tool for figuring out how to teach stoichiometry better. It showed that teachers need more training, more resources, and new ways of teaching to help students understand and do better, which will give them more power in the future. Keywords: innovative teaching strategies, narrative inquiry, pedagogical approaches, stoichiometry