Abstract
The Science in the Learning Home (SciLH) program was designed to address two well-documented, inter-related educational problems observed in the Community High Schools in Nepal. The first relates to the achievement of students in science in Secondary Education Examination (SEE), which is below average (33 out of 75 i.e. 44%), and the second concerns the insufficiencies of the resources and instruction to discourse their traditional and livelihood requirements through school science learning activities. Funded by the University Grants Commission (UGC), Nepal, as a Small Research Development and Innovation Grants (SRDIG) to the faculty member, SciLH is a title set by the researcher to provide a new and innovative concept to learn science from the home and cultural practices. The tenth-grade high school students and the community people (parents) participated in the study. Livelihood practices and activities at the home link SciLH concept aligns with the school science curriculum and textbooks with that of cultural practices. This research article offers a framework to explore factors which support the accomplishment of the ethnically different student population and parents using the outline of ethno-perspective.
Highlights
There is a growing concern among policy-makers and practitioners in Nepal about the decreasing high school performance in the science subjects among the students in District Level Examination (DLE) and Secondary Education Examination (SEE)
Research shows us inadequacies in the teaching and learning science by students in community schools, resulting in the widening of an achievement gap between the students of community and institutional school students
Large gaps in access to high-quality science teaching and learning and doing hands-on activities disproportionately impact students studying in the community and institutional high schools
Summary
There is a growing concern among policy-makers and practitioners in Nepal about the decreasing high school performance in the science subjects among the students in District Level Examination (DLE) and SEE. Large gaps in access to high-quality science teaching and learning and doing hands-on activities disproportionately impact students studying in the community and institutional high schools. Students discussions are less encouraged by the science teachers and the students are expected to be the passive receivers of the teacher's poured content knowledge without its real meaning to life activities. In this context, science teachers usually found to be solving the problems of science on the board and students receive teachers’ poured content knowledge throughout the class period. The practice of the dogmatic approach to teaching science makes students experience monotony and students stereotypically memorize contents as a procedure without any rationale meaning of the contents.
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