• Kamal Prasad Koirala Lecturer, Science Education, Tribhuvan University, Gorkha Campus, Gorkha, Studying M. Phil Second Semester, Graduate School of Education, Faculty of Education, T. U


Critical pedagogy, Teachers experience, Science teaching, knowledge construction, Participatory learning


This paper analyzed why students’ classroom interaction is not fruitful, how science teaching become interactive, creative, collaborative and inclusive, how home and school environment  is in centrality to extend science knowledge. To fulfill my objectives, a secondary level student was purposively selected with the help of the head teacher. About thirty-two minutes in-depth interview was transcribed, coded and four global themes were constructed. On the basic of global themes, the whole data were analyzed according to view of  the participant comparing with the literature, shows  that the science teaching of selected school  is not satisfy. Science teaching is mainly affected by the pedagogical, laboratory and institutional problem. Teachers are also seen as a main problem to implement creativity in science teaching. Functional science curriculum destroyed  the  critical thinking culture both in students and teachers. This article underestimated the women participation and  teachers  voices of science teaching .


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How to Cite

Kamal Prasad Koirala. (2018). EXPLORING THE EXPERIENCES OF LEARNERS IN SCIENCE CLASSES. International Education and Research Journal (IERJ), 4(9). Retrieved from http://ierj.in/journal/index.php/ierj/article/view/1654