An Explorative Study on the Null Secondary Science Curriculum in Bangladesh

Autor/inn/en	Chowdhury, Tapashi Binte Mahmud; Siddique, Mohammed Nure Alam
Titel	An Explorative Study on the Null Secondary Science Curriculum in Bangladesh
Quelle	In: Science Education International, 28 (2017) 2, S.147-155 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Foreign Countries; Secondary School Science; Science Curriculum; Curriculum Development; Inclusion; Science Teachers; Interviews; Science and Society; Controversial Issues (Course Content); Scientific Literacy; Data Analysis; Developmentally Appropriate Practices; Prior Learning; Qualitative Research; Bangladesh + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Inklusion; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Controversial issues; Kontroverse; Auswertung; Entwicklungsbezogene Bildung; Vorkenntnisse; Qualitative Forschung; Bangladesch
Abstract	The aim of this study was to identify the content of secondary Science curriculum excluded in teaching and learning activities, the reasons behind the omission and its impact on students' learning in the context of Bangladesh. This study used qualitative methodology. Eight teachers were selected and interviewed to investigate what they excluded from their teaching and what the reasons behind the exclusion were. Data were collected from participating teachers' students using a focus group discussion. Data collected from students and teachers were analyzed first. Then, purposefully selected curriculum developers, textbook authors, and teacher educators were interviewed to understand the impact of the null curriculum on students' learning. Analysis of data revealed that all the participant teachers excluded a chapter in Grades IX-X General Science textbook. This chapter included information about reproductive organs, physical and psychological changes during puberty, pregnancy, evolution, and related topics. Teachers argued that the topics were uncomfortable for them to teach, contradicted with religion, and students might misinterpret and practice unethical relationships if these topics were taught. However, the curriculum developers and the textbook authors asserted that including these topics would solve problems such as adolescent mistakes, child rape, child pregnancy, and distorted fantasies. This study concluded that excluding the chapter on adolescence, sexual and reproductive health and evolution obstructs achievement of students' scientific literacy. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01