Lebanese Chemistry Teachers’ Perceptions of Experiments, Practices and Challenges in Implementing Lab Work

Abstract

This research investigated Lebanese chemistry teachers’ perceptions of chemistry experiments, explored their practices in conducting lab work, and examined the challenges they face in integrating these activities into their teaching. This study adopted a descriptive analytical approach, and a questionnaire was used for data collection and analysis. A total of 118 chemistry teachers completed the questionnaire. Our findings revealed that teachers predominantly view experiments through a traditional scientific method lens, emphasizing hypothesis validation and problem-solving over exploration and discovery. Additionally, the study highlighted that teachers occasionally conduct lab work, viewing it as a supplementary activity rather than an essential component of their teaching practices. Their teaching practices in conducting lab work emerge as a predominantly teacher-centered approach where lab work is implemented as a confirmatory activity through a “recipe” style to verify previously taught concepts. The findings also underscore logistical and resource-related challenges that teachers frequently face in integrating lab work into their teaching. These results underscore the need for ongoing support and training for teachers to effectively implement lab work into their practices.