Science Learning Strategies at Secondary Level Schools in Nepal

Authors

  • Tika Ram Gautam Mahendra Ratna Campus, Tahachal, Tribhuvan University, Nepal
  • Kamal Prasad Acharya Central Department of Education, Tribhuvan University, Nepal

DOI:

https://doi.org/10.3126/pragyaratna.v5i1.59281

Keywords:

Learning, pedagogy, practices of science, student-centred teaching

Abstract

This study explores the strategies for teaching and learning science at secondary-level public schools in Nepal. A descriptive quantitative research design was adopted and non-random convenient sampling techniques were adopted in this study. An observation form and a closed-ended survey questionnaire were used for the data collection. It was found that the majority of science teachers used lecture and demonstration methods and 55% of teacher select the teaching methods on the basis of the subject matters rather than the student’s interest and classroom environment. Only 2 schools out of 11 were conduct science exhibition program and students enjoyed to participation science exhibition. Also, students used internet websites and applications including YouTube, and Facebook for learning. It is recommended that the use of student-centered approaches while teaching and learning science at secondary public schools in Nepal will have positive impact.

Downloads

Download data is not yet available.
Abstract
187
PDF
123

Downloads

Published

2023-11-03

How to Cite

Gautam, T. R., & Acharya, K. P. (2023). Science Learning Strategies at Secondary Level Schools in Nepal. Pragyaratna प्रज्ञारत्न, 5(1), 138–151. https://doi.org/10.3126/pragyaratna.v5i1.59281

Issue

Section

Articles