Enhancing Chemistry Education Through Professional Development of Secondary School Chemistry Teachers Using Open Educational Resources

Abstract

Chemistry, a core element of STEM education, fosters critical thinking and prepares students for higher education and careers. However, its teaching is challenging due to complex concepts, calculations, and laboratory safety concerns. Bhutanese students often struggle to comprehend chemistry and its practical application, relying heavily on rote memorisation. Research suggests that professional development can improve teaching and learning outcomes. This study assessed the impact of Open Educational Resources (OERs) on the professional development of Bhutanese secondary chemistry teachers, aiming to enhance their content knowledge, pedagogical skills, and inclusive practices. A mixed methods approach was used to evaluate the effectiveness of the OERs, using pre-test and post-test, lesson plans, reflections, classroom observations, and interviews. Additionally, a Community of Practice (CoP) network on Telegram was analysed to understand the dynamics of knowledge-sharing and learning within the community. The results indicated that the OERs and the CoP network supported the enhancement of teachers' knowledge, pedagogical skills, and inclusive practices. This suggests that educational institutions should leverage OERs and CoP platforms to promote equitable, high-quality professional development for teachers.