Teachers’ Perceptions About Use and Challenges of Hands-on Activities in Secondary Science Classroom

Abstract

Learning through hands-on activities is very effective and influential for both feeling and emotion of students. The purpose of the study is to identify teachers’ perceptions about use and challenges regarding hands-on activities. A qualitative approach has been followed to find answers to the research questions. Data have been collected through convenient sampling from two schools of Narayanganj. One open-ended questionnaires and semi-structured interviews with teachers’ were used in the data collection process. This study finds that teachers’ less awareness about conducting hands-on activities in the science classes. Class loads, development of teaching materials, exam-based evaluation system, lack and unavailability of teaching aids are some major challenges. Findings of this study have several implications for teachers’ professional development and teachers’ training program. Suggestions are made that a supportive collegial and administrative medium allow teachers to change their own personal constructs about teaching learning. 
 
 <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

Exploring Teachers' Views on Code-Switching as a Communicative Technique to Enhance the Teaching of Mathematics in Grade 4

“…The researchers' view is that if learners cannot understand the EFAL as a LoLT of Mathematics, they might passively take information from the teacher. This view is supported by Musharrat (2020), who indicates that hands-on activities enhance teachers' application of constructivism and promote learners' critical thinking and learning techniques. This study employed social constructivism theory to explore the teachers' views on code-switching as a communicative technique to enhance mathematics teaching in Grade 4 selected primary schools in South Africa.…”