Abstract
A mixed methodological approach was used to explore to what extent the science curriculum was being reflected in science teaching-learning of grade VIII students in Bangladesh. 160 students were randomly selected and 10 science teachers were purposively selected as study respondents. Fifteen science lessons were observed. Data were collected via student questionnaires, teacher interviews, and classroom observation checklists. Grade VIII science teaching-learning activities were not conducted according to the instructions of the science curriculum. Most teachers did not adhere to the curriculum and teacher's guide. Teachers mainly depended on lecture methods for delivering lessons. Learning by doing, demonstrating experiments, scientific inquiry, rational thinking, and analysing cause-effect relationships were noticeably absent. Teachers reported huge workloads and a lack of ingredients as reasons for not practising these activities. Teachers did not use teaching aids properly. Science teaching-learning was fully classroom centred, and students were never involved in any creative activities.
Highlights
Science is a major contributor to cultural development and our understanding of the world (Mathews, 1994)
The curriculum provided by the National Curriculum and Textbook Board (NCTB) in 2012 is followed to teach science
The study revealed that science teaching in sample schools in Bangladesh was not practised as instructed in the science curriculum
Summary
Science is a major contributor to cultural development and our understanding of the world (Mathews, 1994). The curriculum provided by the National Curriculum and Textbook Board (NCTB) in 2012 is followed to teach science. Effective science education is true to child, true to life, and true to science (NCERT, 2006). Effective science teaching practice in school is a must to ensure good science education. Gomes (2007) argued that school science provides a gateway to young learners to meet various scientific ideas, principles, and to develop attitudes that promote rational thinking. The Science and Technology Committee (2006) reported that science teaching ensures scientific literacy in society and equips the generation of scientists and engineers to progress to higher education. School-level science teaching and learning is very important
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