Using Everyday Life Experiences to Teach Chemistry Concepts in Secondary Schools: A Catalyst for Sustainable Global Development

Abstract

Secondary school teachers frequently face great difficulty when it comes to teaching chemistry concepts because their students find it difficult to make the connection between abstract theories and practical situations, which erodes their motivation and comprehension. This study addresses the problem by exploring the effectiveness of using students' everyday life experiences as a catalyst for teaching chemistry concepts and promoting sustainable global development. This study explores the integration of everyday life experiences into chemistry education as a means to foster deeper understanding and engagement among learners. This pedagogical strategy emphasizes the importance of understanding everyday chemistry by linking core chemistry concepts to real-world scenarios, making the subject more relatable and engaging, and employing strategies that place students at the centre of learning. By utilizing students' everyday experiences, educators can contextualise chemistry concepts within a familiar scenario, which not only enhances comprehension but also illustrates the relevance of chemistry in daily life. This approach will serve as a catalyst for promoting sustainable global development, as it empowers students with the knowledge and critical thinking skills necessary to address environmental and societal challenges. Therefore, employing an adequate chemistry teaching strategy that leverages students' lived experiences is essential for creating meaningful and lasting educational outcomes that contribute to the broader goals of sustainability and global development. It was recommended that there should be adequate provision of resources for practical and teacher development programs.