Analysis of Management Support and Teaching Practices for the Implementation of New Elementary Science Curriculum in Islamabad Model Schools

Abstract

This descriptive study aimed at exploring the teaching practices of elementary science teachers and the support provided by the management of 80 Islamabad Model Schools, after introducing new textbooks based on science curriculum 2006. The curriculum enforces the dissemination of content through student centered and inquiry based teaching approach for conceptual development of the students. It is important because this approach facilitates students to understand the included themes of Science, Technology, Society and Environment in the textbooks and to make them able to integrate the scientific concepts in real life situations. In this respect, the data were taken from the schools’ heads and science teachers through questionnaires, while some heads were also interviewed about the actual application of the curriculum. They also suggested ways to remove the hurdles regarding the improvement of science education. The correlated results were presented by analyzing the effects of the school’s profile, the teacher’s profile and the support of management on the practices of the science curriculum. The positive values are seen in some of the practices, which reflected the potential of teachers in pedagogical skills, while management support was often seen in the teaching of science contents. For this, they believed in the participation of teachers, parents, students and other schools and more often facilitate teachers for concept building of the students, but rarely recommended teachers for trainings. In the interview, they commented that the science teaching practices may be improved by teacher training, timely delivery of textbooks, available resources for the induction of dropout students and controlling school security threats.