Localized responses to systemic challenges: A study of primary science teaching in Bhutan

Pema Wangdi; Som Gurung

doi:10.60923/issn.1825-8670/22499

Autori

Pema Wangdi Royal University Of Bhutan https://orcid.org/0009-0004-5007-6801

Pema Wangdi is an experienced educator with over ten years of teaching in Bhutanese schools. He holds a Master of Education in Primary Science from the Royal University of Bhutan. His research interests center on science pedagogy, artificial Intelligence, classroom practice, and digital pedagogy.
Som Gurung Royal University Of Bhutan https://orcid.org/0000-0003-4082-0372

Som Gurung is an Assistant Professor at Paro College of Education, Royal University of Bhutan. He holds a PhD alongside an MSc in Physics from Jawaharlal Nehru University, India, and multiple postgraduate teaching qualifications from Bhutan. With over three decades of experience in education, he has served in diverse academic and leadership roles, including Head of Department, Dean of Academic Affairs, and Programme Leader for the Master of Education in Educational Leadership and Management. His contributions span curriculum development, teacher training, higher education programme design, and strategic planning across Bhutan’s education sector.

DOI:

https://doi.org/10.60923/issn.1825-8670/22499

Parole chiave:

Primary science education, Instructional challenges, Teacher agency, Pedagogical adaptation, Resource-constrained classrooms, Bhutanese education system

Abstract

Questo studio esplora le sfide didattiche e le strategie adattive impiegate dagli insegnanti di scienze della scuola primaria in Bhutan. Utilizzando un approccio fenomenologico qualitativo, la ricerca si basa su dati provenienti da interviste semi-strutturate e osservazioni in classe che hanno coinvolto tre insegnanti delle scuole pubbliche. L’analisi tematica ha rivelato sfide ricorrenti nell’insegnamento di concetti scientifici astratti, accesso insufficiente a materiali didattici visivi e tattili e difficoltà nel differenziare l’insegnamento in classi con studenti di diverse abilità. Tuttavia, lo studio evidenzia anche una significativa ingegnosità pedagogica, poiché gli insegnanti hanno riutilizzato materiali disponibili localmente, hanno impiegato supporti visivi e proposto attività sequenziali, favorendo, così, la collaborazione tra pari per migliorare il coinvolgimento e la comprensione degli studenti. I risultati contribuiscono al dibattito sull’equità educativa e sull’erogazione di programmi di studio adattati ai contesti locali, documentando le esperienze vissute dagli insegnanti che lavorano in ambienti con risorse limitate. Lo studio raccomanda uno sviluppo professionale mirato, investimenti in supporti didattici contestualizzati e il riconoscimento delle innovazioni guidate dagli insegnanti per rafforzare l’educazione scientifica in Bhutan.

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Risposte locali a sfide sistemiche: uno studio sull’insegnamento delle scienze nella scuola primaria in Bhutan

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