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Ghimire, Suresh

University of British Columbia

Globally, the declining interest in STEM education poses a significant challenge to enhancing scientific literacy and creating a future workforce for advancement in science and technology. Science and technology education in Nepal aims to improve science learning outcomes, equip students with modern skills, and contribute to the national economy. However, enrollment in STEM programs in higher education remains unsatisfactory, as these subjects are often viewed as challenging to understand and pursue as careers. This issue is exacerbated by difficulties in policy implementation, insufficient efforts to consider teachers' perspectives, and traditional classroom practices that hinder the adoption of innovative teaching methods. Hands-on Inquiry-Based Science Learning (ISBL) has emerged as an effective method for enhancing the comprehension of complex scientific concepts and increasing student engagement. Substantial evidence indicates that ISBL is more effective than traditional lecture-based approaches. However, it is argued that ISBL is resource-intensive and may place excessive demands on teachers. This exploratory qualitative study investigates the experiences of fourteen middle school teachers in Nepal who have been using a locally developed curricular science learning kit and inquiry lessons for middle school students over periods ranging from one to three years. The study analyzes the teachers' perspectives gathered through semi-structured interviews. Interview transcripts were analyzed inductively using thematic analysis to identify recurring patterns. The study synthesizes teachers' perspectives in three key areas: learning environment, pedagogical transformation, and student engagement. Teachers noted that the learning kits were conducive to fostering an inquiry-based learning environment and facilitating pedagogical changes, which in turn enhanced student engagement in science. Additionally, they highlighted the reciprocal positive impact of student engagement on pedagogical transformation. While teachers displayed trust in IBSL, they expressed concerns about the lack of significant improvement in students' academic achievement. The research attributes this shortfall to the premature termination of inquiry activities due to practical, pedagogical, and systemic issues in the learning environment. The study underscores the necessity for an integrated approach to curriculum, assessment, and teacher education, and emphasizes continuous professional development in pedagogical practices. The recommendations are offered to facilitate the transition of the traditional science learning environment to IBSL.

Text

2024-07-02

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/88555

Curriculum Studies

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/