Role of Biology Practical Work in Promoting Students’ Scientific Literacy at the Secondary Level of Bangladesh
TL;DR
The result shows that most teachers provide opportunities to promote students’ scientific literacy in biology practical classes, and that students act like scientifically literate citizens.
Abstract
In Bangladesh, there has been a considerable focus on improving scientific literacy in secondary science teaching-learning. It is suggested in the curriculum that an emphasis be placed on inquiry-based learning with practical activity playing an essential role. This study aimed to explore the role of biology practical work in promoting students’ scientific literacy at the secondary level. To fulfill this purpose, the research questions of this study have focused on science teachers’ views and practice regarding biology practical work and the development of students’ scientific literacy through practical work. According to the purpose of the study, a mixed method design was followed where the researcher collected quantitative and qualitative information sequentially. Data has been collected through classroom observation and follow-up semi-structured interviews with science teachers and FGD of the students following a framework prepared by Goodrum (2012). The result shows that most teachers provide opportunities to promote students’ scientific literacy in biology practical classes. The thematic analysis from the interview shows that teachers hold positive views about biology practical work. The study also reveals that students act like scientifically literate citizens. Science teachers, teachers’ trainers, curriculum developers, education advisors, policymakers, and other educational stakeholders will be informed about biology practical work's current state and practice and its significance in promoting students' scientific literacy. Teacher’s World: Journal of Education and Research, 50(2), 9-18