Teaching Grade Eight Science with Reference to the Science Curriculum

Rasel Babu


A mixed methodological approach was used to explore to what extent the science curriculum was being reflected in science teaching-learning of grade VIII students in Bangladesh. 160 students were randomly selected and 10 science teachers were purposively selected as study respondents. Fifteen science lessons were observed. Data were collected via student questionnaires, teacher interviews, and classroom observation checklists. Grade VIII science teaching-learning activities were not conducted according to the instructions of the science curriculum. Most teachers did not adhere to the curriculum and teacher's guide. Teachers mainly depended on lecture methods for delivering lessons. Learning by doing, demonstrating experiments, scientific inquiry, rational thinking, and analysing cause-effect relationships were noticeably absent. Teachers reported huge workloads and a lack of ingredients as reasons for not practising these activities. Teachers did not use teaching aids properly. Science teaching-learning was fully classroom centred, and students were never involved in any creative activities.



Science Teaching, Science Curriculum, Grade Eight, Mixed Method, Bangladesh

Full Text:



Adeyanju, J. L. (1988). The Application of Educational Technology in Pre-Primary Education.Journal of Educational Media and Technology (JEMT), 2(1), 73-79.

Adeyanju, L. (2003). Teachers' Perception of the Effects and Use of Learning Aids in Teaching: A Case Study of Winneba Basic and Secondary Schools. (Online Publication). Awolowo University, Nigeria Retrieved 13th January 2012 from http://ultibase.rmit.edu.au/Articles/nov03/adeyanjul.htm

Agun, I. (1986). Institutional Support for Educational Technology, The Case of College of Education: A paper presentation at the National Symposium on Status and Trends in Education Technology. Nigeria Educational Technology Centre Kaduna. 16-21 November.

Aguiar, O. G.; Mortimer, E. F. & Scott, P. (2010). Learning from and Responding to Students' Questions: The Authoritative and Dialogic Tension. Journal of Research in Science Teaching, 47(2), 174-193.

Akanbi, K. (1988). Selection, utilization and evaluation of instruction. In I. Agun & I. Imogie (eds) Fundamental of Educational Technology. Ibadna: Y-Books, 91-92.

Akinola, J.A. (1988). Improving Teaching and Learning: An Examination of the Lecture Approach in Teaching at Obafemi Awolowo University. Ife Journal of Theory and Research in Education, 1(1), 112.

Ahsan, S. (2009). Classroom Assessment Culture in Secondary Schools of Dhaka City. Teacher’s World, 33-34(9), 231-244.

Anne, H. & Coll, R. (2010). Authentic Student Inquiry: The Mismatch Between the Intended Curriculum and the Student-Experienced Curriculum, Research in Science & Technological Education, 28(1), 43-62.

Asian Development Bank (1998), Impact Evaluation Study of the Secondary Education Projects in Nepal, Bangladesh and Pakistan. Retrieved in October 9, 2011 from http://bdresearch.org.bd/home/attachments/article/336/ADB_IE-%20Second%20Sc.pdf

Braund, M., & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out- of-school learning. International Journal of Science Education, 28(12), 1373-1388.

Bloom B.S. (1956). Taxonomy of Educational Objectives. Handbook I: The Cognitive Domain, New York: David McKay Co Inc.

Carin, A. A., Bass, J. E., & Contant, T. L. (2005). Teaching science as inquiry (10th ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Chandler, K. & Swartzentruber, M. (2011). A Correlational Study of Nature Awareness and Science Achievement. M.A Thesis, Jhonson Bible College.

Church, E. B. (2000). Ants and plants. Scholastic Early Childhood Today, 14(7), 52-53.

Dhand, H. (1990), Techniques of Teaching. New Delhi: Ashish Publishing House p. xii, xiv, 71,97,13

Gomes, J.J. (2007). A Critical Investigation into Methods and Techniques Used for Teaching Science at Junior Secondary Level, Unpublished M.Ed Thesis, Institute of Education and Research, University of Dhaka.

Hackling, M., Smith, P., & Murcia, K. (2010). Talking science: Developing a discourse of inquiry. Teaching Science, 56(1), 17-22.

Haq, M. N. (2004), A Baseline Survey of Rural Secondary Schools: A Quest for Teaching Learning Quality, Bangladesh Education Journal, 3(2), 31-54.

Hassard, J. & Dias, M. (2011). The Art of Teaching Science: Inquiry and Innovation in Middle School and High School. Routledge Publishing.

Hatton,M. (2008). Pre Service Elementary Teachers' Concerns about Teaching Science, Online Submission Retrieved in 5 February from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp nfpb=true&_&ERICExtSearch_SearchValue_0=ED503450&ERICExtSearch_SearchType_0=no&accno=ED503450

Hossain, M. (2000). Identifying Shortcomings of School Science Teaching Recommending the Bangladesh Open University's Assistance to Improve the Situation, Retrieved in 13 March, 2010 from http://www.col.org/forum/PCFpapers/hossain.pdf

Hoisington, C., Sableski, N., & DeCosta, I. (2010). A walk in the woods. Science and Children, 48(2), 27-31.

Irving, K.; Sanalan, V.; Shirely, M. (2009). Physical Science Connected Classrooms: Case Studies, Journal of Computers in Mathematics and Science Teaching, 28(3), 247-275.

Jale, C.; Erdinc, C. & Willian, B. (2005). Pre-service teacher self-efficacy beliefs regarding science teaching: A Comparison of pre-service teachers in Turkey and USA. Retrieved October 09, 2011, from http://findarticles.com/p/articles/mi_qa4049/is_200504/ai_n14718070/

Joseph, D.B.; Munro, R.G.; Prebble, W.M. & White, G.R. (1976). Enquiry Science. Sydney, McGraw-Hill Book Company.

Krajcik, J., & Sutherland, L. (2010). Supporting students in developing literacy in science. Science, 328, 456-459.

Orhan, K. (2009). Active Learning Strategies in Physics Teaching, Online Submission, Energy Education Science and Technology, 1(1), 27-50.

Krishna, D.B. (1997). Determining and Analysis the Problems Raised in Teaching Learning Process of Chemistry in Class IX & X. Unpublished M.Ed Thesis, Institute of Education and Research, University of Dhaka.

Layton, D. (1981). The Schooling of Science in England, 1854-1939. In R. MacLeod & P.Collins (Eds), The Parliament of Science (pp. 188-210). Northwood, England: Science.

Linn, R.L. & Gronland, N.E. (2005). Measurement and Assessment in Teaching. Singapore: Pearson Education.

Longo, C. (2010). Fostering Creativity or Teaching to the Test? Implications of State Testing on the Delivery of Science Instruction, Clearing House: A Journal Educational Strategies, Issues and Ideas, 83(2), 54-57.

McCrea, E. J. (2006). The roots of environmental education: How the past supports the future. Retrieved from Environmental Education and Training Partnership Website:http://www.naaee.org/about-naaee/history-final-3-15-06.pdf

McDonald, J., & Dominguez, L. (2009). Developing patterns for learning in science through reflection. Journal of College Science Teaching, 39(1), 38-42.

Marshal, C. & Rossman, G.B. (1999). Designing Qualitative Research. Thousand Osaka, CA: SAGE

Mathews, M.R. (1994). Science Teaching, The Role of History and Philosophy of Science. Great Britain: Routledge 11 New Fetter Lane, London EC4P 4EE.

McNeil, L. (2010). Beyond the Product of Higher Order Questioning: How do Teacher and English Language Learner Perceptions Influence Practice, TESOL Journal, 2, 74-90.

Ministry of Education (1974). The National Education Commission Report, Bangladesh Govern- ment Press, Dhaka.

Ministry of Education (1977). Report of the National Curriculum and Syllabus Committee: Part-3. Bangladesh Government Press, Dhaka

National Curriculum and Textbook Board, NCTB (1996). Curriculum and Syllabus, Junior Secondary Level, Report: First Part, NCTB, Dhaka

National Curriculum and Textbook Board, NCTB (2009). General Science (Class Eight), Dhaka: Bangladesh Government Press.

NCERT (2006), National Focus Group on Teaching of Science, Retrieved in January 12, 2010 from


Nina, H.K (1992). Problems of Students-Teachers Faced in Biology Teaching Learning Process of Class IX-X, Unpublished M.Ed Thesis, Institute of Education and Research, University of Dhaka.

Nitko, A.J (1996), Educational Assessment of Students (2nd Edition). New Jersey: Prentice-Hall.

Sadat, K.A. (2001). Astudy of the Problems of Teaching Physics at Secondary Level, Unpublished M.Ed Thesis, Institute of Education and Research, University of Dhaka.

Science and Technology Committee (2006). Science Teaching in School, Report with Evidence. London: House of Lords.

Sternberg, R.J. (1985). Beyond IQ. A Triarchic Theory of Human Intelligence. New York: Cambridge University Press.

Stiggins, R. J. (1991). Relevant Classroom Assessment Training for Teachers. Educational Measurement: Issues and Practice. 10(1), 7-12

Ministry of Education (1977). Report of Natinal Curriculum Committee Part-2. Dhaka: The Gov ornment of Bangladesh Press.

UNESCO (2006). Practical Tips for Teaching Large Classes. UNESCO Asia and Pacific Regional Bureau of Education. Bangkok, Thailand.

Wang,J.R & Lin,S.W (2009), Evaluating Elementary and Secondary School Science Learning Environment in Taiwan. International Journal of Science Education, 31(7), 853-872.

Ware,S.A. (1992). The Education of Secondary Science Teachers in Developin Countries. PHREE Background Paper as aeries Retrieved in 8 October, 2011 from http://siteresources.world bank.org/EDUCATION/Resources/278200- 1099079877269/547664-1099080063795/The_edu cation_of_secondary_science_teachers_EN92.pdfb

Yadav. M.S. (1992). Teaching of Science. New Delhi, India: Anmol publication.

DOI: http://dx.doi.org/10.11591/edulearn.v10i3.3869


  • There are currently no refbacks.

Copyright (c) 2016 Universitas Ahmad Dahlan

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Journal of Education and Learning (EduLearn)
ISSN: 2089-9823, e-ISSN 2302-9277
Published by: Universitas Ahmad Dahlan (UAD) in collaboration with Institute of Advanced Engineering and Science (IAES)

View EduLearn Stats