📄 Abstract
This phenomenological study explored the lived experiences of secondary science teachers in the Division of Tagum City as they implemented the 7Es lesson plan. Ten public school science teachers participated in the study through in-depth interviews and focus group discussions. Data were treated using thematic analysis. Findings revealed that teachers experienced cognitive exhaustion and instructional compression due to the demanding nature of the framework and time constraints. Despite these challenges, they emphasized that systematic planning enhanced student learning and improved instructional efficiency. To address difficulties, science teachers employed coping strategies such as consultation with master teachers and co-teachers, structural adaptations, pedagogical prioritization, and strategic, adaptive lesson planning to ensure operational readiness. Reported benefits include technology as a pedagogical tool for understanding scientific concepts, assessment as a responsive process for enhancing learning, and active learning as a pathway to scientific understanding. Teachers also established adaptation strategies such as flexible adjustments to 7E activities for diverse learners, guided support for independent student learning, and contextualized inquiry using local, real-life examples. Overall, the study highlights that while the 7Es lesson plan presents significant challenges, it also fosters meaningful learning outcomes.
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📚 How to Cite:
Ma. Loisa Rose F. Ballesteros, Lpt., Christine C. Undang, Ph.D , DELVING INTO THE LIVED EXPERIENCES OF SECONDARY SCIENCE TEACHERS ON THE USE OF THE 7E’S LESSON PLAN: A QUALITATIVE STUDY , Volume 12 , Issue 10, October 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 349 - 354 , DOI: https://doi.org/10.36713/epra29242