Not in My Element: The Chemistry Subject Journey of Non- STEM BS Biology Students
DOI:
https://doi.org/10.67167/vertex.626Keywords:
biology students, non-STEM, chemistry learning, lived experiences, phenomenology, Colaizzi’s MethodAbstract
Chemistry plays a vital role in addressing global challenges and advancing sustainable development through its contributions to agriculture, water treatment, renewable energy, healthcare, and technological innovation. It also equips learners with the knowledge and skills needed to understand and solve complex real-world problems. Despite its significance, many students from non-STEM backgrounds encounter significant challenges when transitioning into chemistry-intensive programs such as biology. Grounded in Edmund Husserl’s descriptive phenomenology, this study explored the lived experiences of BS Biology students from non-STEM strands in learning chemistry. Seven (7) BS Biology students enrolled during the school year 2025–2026 and coming from non-STEM backgrounds (ABM, TVL, and GAS) were selected as the study’s informants. An in-depth, semi-structured interview with open-ended questions was conducted face-to-face, recorded, and transcribed. For data analysis, Paul Colaizzi’s method was utilized, wherein significant statements were extracted from the transcription, and formulated meanings were developed based on these statements. These were then used to identify one emergent theme, “Blooming Beyond the Habitat,” which consists of the following seven subthemes: 1) Displaced Organisms; 2) Thorns of Complexity; 3) Wilted Petals of Doubt; 4) Roots of Survival; 5) Shared Sunlight; 6) Bloom Through Experience; and 7) Flowers After the Rain. The findings of the study revealed that despite lacking a STEM background, the informants experienced significant academic challenges in chemistry, particularly in understanding abstract concepts, complex terminologies, and problem-solving tasks. However, they gradually adapted through self-directed learning, peer collaboration, and experiential learning strategies. The study concluded that non-STEM BS Biology students can effectively cope and succeed in chemistry when supported by interactive instruction, collaborative learning, and experiential teaching strategies.
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