Abstract
The study primarily aims to assess science teachers' perception in teaching nanotechnology and nanoscience concepts inside the classroom. A descriptive qualitative survey and interview were utilized in the study. Fourteen (N=14) science secondary teachers from three (3) secondary schools in MBTHE-Basilan was purposively selected to analyze and interpret the present status of the teachers' experiences and encountered problems and challenges during the instruction of nanotechnology and nanoscience concepts. Findings showed that most respondents were Biology majors (8;57%), Teacher-I (12;85.7%) rendering less than 5 years in public schools (6; 42.85%), Taking Master in Education-major in Educational Administration (13;92.87%). Respondents were properly acquainted with nanotechnology concepts and issues as most of the respondents cannot provide examples related to nanotechnology and nanoscience (14;100%) due to identified factors such as Teacher’s TPACK on teaching nanotechnology, time constraints, available assessment, and classroom set-up. Moreover, The research underscores the urgent need for specialized pedagogical training and curriculum development. One recommendation is to broaden the research scope for a comprehensive understanding of educators' perceptions. The proposed strategy, featuring a curriculum framework, collaborative partnerships, and professional development, aims to address obstacles and foster a community of scientifically literate teachers.
