‘School Science Is Irrelevant’: Why Still Do Science? A Case Study on Secondary Students in Bangladesh

Mojumder, Foez; Keast, Stephen

doi:10.1007/978-981-13-0708-9_11

Education in the Asia-Pacific Region: Issues, Concerns and Prospects

2018

DOI: 10.1007/978-981-13-0708-9_11

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‘School Science Is Irrelevant’: Why Still Do Science? A Case Study on Secondary Students in Bangladesh

Foez Mojumder

Stephen Keast

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2024

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Experiential Learning in Upper Elementary Science Classrooms: Influence on Students’ Problem-Solving and Affect in Science

AlJurdi,

Salloum

2024

Journal of Experiential Education

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Background: Youths’ declining interest and engagement in science due to traditional content-driven curricula and teaching methods remains a concern. Thus, innovative pedagogical approaches and curricula are needed, specifically at upper elementary and middle school, to counter learners’ disengagement and negative attitudes toward science. The purpose of this study was to explore the effect of an experiential learning (EL) curriculum on students’ ability to solve problems in new contexts and their attitudes and affective engagement with science. Methodology/Approach: A multimethod case study approach was used. Quantitative data included a science attitude survey and a feedback loop reasoning pre and posttest given to the regular and EL classrooms. Qualitative data included classroom observations and student focus group interviews. We conducted a thematic analysis to systematically analyze classroom observation data. Also, internal reliability for the attitude survey pretests data was established via Cronbach's alpha. Findings/Conclusion: The results revealed that the EL group's average on the attitude scale somewhat increased, whereas the average of the regular class decreased significantly. The problem-solving pre- and posttests revealed a sizable increase in learning progression levels of the EL group compared to the regular group. Class observations showed mostly manifestations of positive affective engagement in the EL class, with some challenges connected to a competitive culture. Implications: EL provides opportunities to enhance students’ solving problems skills and positive engagement and attitudes toward science.

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Experiential Learning in Upper Elementary Science Classrooms: Influence on Students’ Problem-Solving and Affect in Science

AlJurdi,

Salloum

2024

Journal of Experiential Education

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‘School Science Is Irrelevant’: Why Still Do Science? A Case Study on Secondary Students in Bangladesh

Cited by 1 publication

References 17 publications

Experiential Learning in Upper Elementary Science Classrooms: Influence on Students’ Problem-Solving and Affect in Science

Experiential Learning in Upper Elementary Science Classrooms: Influence on Students’ Problem-Solving and Affect in Science

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