This study focuses on interactive, creative, collaborative, and inclusive science teaching environments both in school and at home to create and extend multicultural science knowledge based on the experience of culturally marginalized students toward science learning. This case study explored the knowledge construction system of students. Two culturally and economically marginalized students of a public secondary school located at Gorkha Municipality were purposively selected. To collect information in-depth interview was taken with two students jointly, and classroom teaching activities were observed and noted in the diary. The transcription of interviews and field notes taken from the classroom observation were coded, categorized and three global themes were identified. Based on global themes, the data were analyzed according to the view of participants compared to the culturally relevant pedagogy and cultural theories. The selected students were not satisfied with their teacher’s teaching strategies. The study found that culturally relevant science teaching is mainly affected by pedagogical, environmental, and strategic problems. Teachers and the school culture are seen as the main problem in implementing and braiding culturally relevant science teaching in the multicultural classroom. Science teacher is found to fail to link modern science teaching with community knowledge of culturally and economically marginalized students. Underestimating the other cultural students’ participation and teachers’ voices in science teaching is the limitation of this study.
Information and communication technologies (ICT) have a great deal with teaching and learning processes to conceptualize abstract concepts in mathematics. The objective of this study investigated the challenges encountered by secondary-level mathematics teachers while implementing ICT-based training in a classroom in teaching. We used interpretive inquiry as an approach to research. As the study tools, we used in-depth interviews, observations, and generated textual data. We analyzed the data by adopting the data's sequential coding, categorizing, and thematizing. We used constructivism as a theoretical lens to understand and explore the use of ICTs. We envisaged and generated the themes on challenges that are inadequate ICT-based professional development training and tools; lack of competency in technological/ pedagogical content knowledge; disempowering school actors; enduring 'one size fits for all'; structured curriculum; lack of infrastructure and ICT tools and hegemony of traditional classroom practices. The significance of the use of ICTs has been recognized in public schools in Nepal. There was also evidence that the current practice of ICT-based teacher education and development was not excess in developing skills and knowledge to use ICT in their classroom.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.