New Perspectives in Science Education

This paper portrays my lived experience as a science teacher, teacher educator, taught curriculum designer in the field of teaching science in school level. I started my career as a science teacher in lower secondary level (year 7 and year 8), as an untrained teacher. I was given a book and 28 students, a chalk and a chalkboard. I used to repeat the information printed on the text book. My students used to memorize the fact and recall in education. After joining teacher education programme after teaching more than a decade, I realized that this banking theory (Feraire, 2006) does not cash interest of the children. I started researching on issue framing a question “How can I make school level science education more interesting?” In search of reasons, I did FDGs in several school I came to conclusion that the science as a subject is diverted from the children’s life. The children of basic education love stories but in science there are no stories. They love to sing and dance but their science class do not let them to do so. I started to create stories in science. I did workshops with science teachers to create stories and songs for the child. This paper investigates change in motivation level and interest in students after including stories in teaching science. 

This research is qualitative research having stories of teachers. Three teachers were taken in the study due to time and research constrain. This research also contains my own lived experience as a science student, as a science teacher and as a teacher educator.