Rahman Talukder Md Mustafizur, Green Colin, Mamun-Ur-Rashid Md
Primary Teachers' Training Institute, Bhola, Bangladesh.
University of South Wales, UK.
Heliyon. 2021 Feb 8;7(2):e06050. doi: 10.1016/j.heliyon.2021.e06050. eCollection 2021 Feb.
This study investigated the current practice of learning, teaching and assessment in science, particularly in classrooms at primary level in a division of Bangladesh. In addition, this study also focused on the role of DPEd program in the development of the professional preparation of teachers' for improving their quality of science teaching. For the purpose of this study, a mixed method research design which used both quantitative and qualitative method to gather and analyse data. A random stratified sampling process was used to select 150 primary science teachers and 60 students in grade 5 (10 + years) students for collecting quantitative data while a purposeful sampling process was used for qualitative inquiry. Qualitative data was obtained through analysis of the national documents and the interviews of Head teachers of primary schools, Assistant Upazila (Sub-district) Education Officers and Instructors of Primary Training Institutes (PTI) and Upazila Resource Centers. Quantitative data was analysed by using descriptive statistics and qualitative data was transcribed and labelled into emerging themes. A triangulation technique was used to establish the findings of this study. The findings of this study revealed that the present practice of learning and teaching science is mostly teacher centred with little active pupil participation, limited opportunity for hands on activity and discussion. The major barriers for teachers' to teach science effectively were large class sizes, insufficient materials, lack of teacher's knowledge and skills, absence of assessment for learning strategies, inadequate opportunities for professional development and poor quality of support from the stakeholders. The current DPEd program has consist of limited focus on hands of activities, insufficient learning assessment capacity of the PTI instructors, and a lack of teacher monitoring in placement schools during training. The basic recommendation suggested by this research is to enhance the use of an inquiry oriented science learning and teaching approach with associated assessment for learning strategies for ensuring the quality of science learning and teaching. For preparing a better quality teacher, ensuring subject based training and to review the current teacher training program is further suggested. The result of this study can be used for future development of science learning and teaching practice at elementary level in Bangladesh and similar other developing countries.
本研究调查了科学学科学习、教学和评估的当前实践情况，特别是在孟加拉国一个分区的小学课堂中。此外，本研究还聚焦于小学教育文凭（DPEd）项目在教师专业准备发展方面的作用，以提高他们的科学教学质量。出于本研究的目的，采用了混合方法研究设计，运用定量和定性方法来收集和分析数据。采用随机分层抽样程序选取了150名小学科学教师和60名五年级（10岁及以上）学生来收集定量数据，而定性探究则采用了目的抽样程序。通过分析国家文件以及对小学班主任、助理乡（分区）教育官员、小学培训机构（PTI）和乡资源中心的教员进行访谈来获取定性数据。定量数据采用描述性统计进行分析，定性数据被转录并标记为新出现的主题。运用三角测量技术来确定本研究的结果。本研究结果显示，当前科学学习和教学实践大多以教师为中心，学生积极参与度低，实践活动和讨论机会有限。教师有效教授科学的主要障碍包括班级规模大、教学材料不足、教师知识和技能欠缺、缺乏学习评估策略、专业发展机会不足以及利益相关者的支持质量差。当前的小学教育文凭项目存在对手实践活动关注有限、PTI教员的学习评估能力不足以及培训期间在实习学校缺乏教师监督等问题。本研究提出的基本建议是加强以探究为导向的科学学习和教学方法的运用以及相关学习评估策略，以确保科学学习和教学质量。进一步建议为培养更高质量的教师，确保基于学科的培训并审查当前的教师培训项目。本研究结果可用于孟加拉国及其他类似发展中国家小学阶段科学学习和教学实践的未来发展。
