Localized responses to systemic challenges: A study of primary science teaching in Bhutan
DOI:
https://doi.org/10.60923/issn.1825-8670/22499Keywords:
Primary science education, Instructional challenges, Teacher agency, Pedagogical adaptation, Resource-constrained classrooms, Bhutanese education systemAbstract
This study explores the instructional challenges and adaptive strategies employed by primary science teachers in Bhutan. Using a qualitative phenomenological approach, the research draws on data from semi-structured interviews and classroom observations involving three teachers from government schools. Thematic analysis revealed recurring challenges in teaching abstract scientific concepts, insufficient access to visual and tactile learning materials, and difficulties in differentiating instruction in mixed-ability classrooms. However, the study also highlights significant pedagogical ingenuity, as teachers repurposed locally available materials, employed visual aids and sequencing tasks, and fostered peer collaboration to enhance student engagement and understanding. The findings contribute to the discourse on educational equity and localized curriculum delivery by documenting the lived experiences of teachers working in resource-constrained environments. The study recommends targeted professional development, investment in contextualized teaching aids, and recognition of teacher-led innovations to strengthen science education in Bhutan.References
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