A phenomenological study on improving the prevailing challenges in teaching science at the elementary course

The present research aimed to investigate the improvement of teaching science course in elementary schools and to identify the challenges and solutions to overcome problems based on the lived experiences of teachers and education specialists.

The research method was a qualitative phenomenological method. The interviewees included teachers and specialists in Ardabil city in the academic year 2024. To select the participants, 22 teachers, and 17 specialists were selected using purposive sampling until theoretical saturation. Data were collected using semi-structured interviews with open-ended questions. The validity and reliability of interviews were determined through the triangulation technique, member control technique, parallel accurate information acquisition technique, and researchers' self-review.

Based on the findings, the majority of teachers believed in the existence of challenges and, of course, faced numerous problems. Also, in the next step, in the interview with experts, problems such as lack of laboratory facilities and equipment, and weak human resources, time, educational and cultural constraints, and challenges in the field of teachers' teaching methods were emphasized, and solutions were presented to overcome these challenges.

As a result, various solutions were identified to overcome the challenges in improving elementary science education, some of which included: using existing facilities creatively, training expert and efficient teachers, using and applying appropriate and attractive teaching methods, presenting science content practically and experimentally, improving the content of books in terms of quantity and quality, providing laboratory facilities in schools, using modern teaching methods, benefiting from skilled teachers and professors, and increasing the connection between schools and communities.