Exploring Chemistry Teachers' Views on the Opportunities and Constraints of Using Graphically Enhanced Teaching in Cycle 3 Classes in the UAE

Background/purpose. This study investigates the perceptions of Chemistry teachers and students in UAE public schools regarding the use of graphically enhanced teaching (GET) in grade 12 Chemistry classes. The study addresses the need to explore the benefits, challenges, and opportunities of integrating visual aids, simulations, and other graphical elements into Chemistry education.

Materials/methods. Data were collected using a quantitative approach from 71 Chemistry teachers and 81 students. Surveys were designed to assess the effectiveness of GET in enhancing student interest and understanding of Chemistry topics, with specific attention to gender differences and educational tracks (General and Advanced streams).

Results. Findings reveal that Chemistry teachers generally perceive GET as effective in improving student engagement and comprehension. Advanced track students reported greater benefits from GET than their General track peers. Teachers identified challenges such as resource limitations and the need for professional development.

Conclusion. GET demonstrates significant potential for enhancing Chemistry education in UAE public schools. Addressing the identified challenges can further amplify its benefits, supporting more engaging and effective teaching practices.

Keywords: Graphical enhanced teaching, chemistry education, visual instruction, simulations, Perceptions of chemistry teachers, UAE

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