Key points are not available for this paper at this time.
Background Continuing professional development (CPD) for primary school teachers is crucial to address conceptual and attitudinal challenges in science education. Chemistry, in particular, is often perceived as abstract and difficult to teach, which contributes to its underrepresentation in classroom practice.Purpose This study investigates the perceptions and choices of Portuguese primary school teachers engaged in a CPD programme, with a focus on understanding the limited emphasis placed on Chemistry compared to other scientific disciplines.Sample The study involved 108 Portuguese primary teachers who participated in a two-year CPD programme centred on experimental approaches to science teaching.Design and Methods Data were collected through a questionnaire designed to evaluate the perceived quality of the CPD intervention, identify the scientific areas teachers considered most relevant, and explore the reasons behind their preferences for experimental activities in Biology and Physics over Chemistry.Results When asked to identify the most relevant experimental activities, only 20 teachers selected Chemistry-related ones, whereas 58 chose Biology and 30 chose Physics. Analysis of the responses indicated that organisational barriers, limited access to materials in schools (both during and after the intervention), knowledge-related difficulties, and challenges in classroom implementation contributed to Chemistry being perceived as an abstract and complex subject.Conclusion The findings highlight the persistent barriers faced by primary school teachers in adopting Chemistry-related experimental activities, suggesting the need for CPD initiatives to provide greater support, resources, and pedagogical strategies aimed at making Chemistry more accessible and meaningful at the primary level.
Saúde et al. (Tue,) studied this question.