Abstract
The lack of adequate laboratory equipment and trained personnel hamper effective microscope usage. Intending to comprehend the effects of hands-on learning in science education, this study investigates students' lived experiences, challenges, and specific skills or knowledge gained using manipulative compound microscopes. The study utilized qualitative research design and mostly relies on in-depth interviews as the data collecting tool. The research approach of the study applied transcendental phenomenological technique to provide insightful analysis using Moustakas' phenomenological framework. The findings showed that although practical experiences greatly improve students' knowledge of biological ideas and inspire scientific curiosity, improper use of a microscope is hampered by insufficient training and tools. Additionally, the findings revealed that students initially struggled to use the microscope, and technical issues with focus and operation created frustration. These early challenges helped build confidence and skill over time. Furthermore, with time, the practical use of compound microscope raised confidence, increased curiosity about science, and skill acquisition. The microscope's challenges taught students problem-solving, patience, and endurance, which are essential for scientific investigation. In conclusion, this study emphasized the need to remove the challenges students encounter to foster confidence and competence in scientific inquiry. Future studies should explore innovative training methods and technological integration in microscope instruction to enhance the findings.
