Exploring Teachers' Challenges in Teaching Electric Motors and Generators: Basis for the Development of an Inquiry-Based E-Flipbook

In the context of 21st-century education, the integration of digital technologies into science instruction is no longer optional, it is essential. Today’s students are expected to master critical 21st-century skills such as problem-solving, innovation, collaboration, digital literacy, and scientific reasoning. These skills thrive in learning environments that promote active exploration and meaningful interaction with content.
Among the instructional approaches aligned with these goals, Inquiry-Based Learning (IBL) has emerged as a powerful pedagogical strategy that fosters curiosity, autonomy, and deep understanding. When combined with digital innovations like interactive e-flipbooks, IBL can transform traditional content delivery into dynamic and student-centered learning experiences. According to Khasanah et al. (2021), digital flipbooks offer an engaging format for presenting science concepts, allowing learners to visualize abstract topics through animations, videos, and interactive features that enhance conceptual understanding.
Globally, researchers and educators have increasingly adopted technology-enhanced learning tools to improve science education. Studies by Hidayatulloh (2019) and Khaerunnisa et al. (2023) demonstrated that inquiry-based flipbooks significantly enhance student engagement and science process skills, especially when applied to complex physics topics. Nedungadi et al. (2018) emphasized that digital learning platforms are particularly beneficial for visual and auditory learners, providing alternative pathways to understand content that traditional textbooks may fail to deliver. Similarly, Suryani and Ardianto (2019) pointed out that flipbooks offer sustainable, multimedia-rich resources that align with the digital literacy demands of the Fourth Industrial Revolution. These global findings confirm the value of integrating inquiry and technology in science instruction, particularly for topics that require visualization and experimentation such as the relationship between electricity and magnetism in electric motors and generators.
In the Philippines, the Department of Education (DepEd) responded to the challenges of the pandemic by providing Self-Learning Modules (SLMs) to ensure continuous learning in remote and low-resource contexts. These modules remain widely used under the K to 12 curriculum and are considered primary references in public schools (DepEd, 2022). However, despite their accessibility, SLMs have limitations. They are often static and text-heavy, offering limited support for learners who need more engaging, hands-on experiences to grasp scientific principles.

E-Flipbook , technologies , digital literacy, Electric Motor

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