Study of the Implementation of Integrated Science Curriculum at Grade 8 in Bangladesh: An Approach towards Challenges and Way Forward

Abstract

This paper examines the difficulties faced by science teachers in adopting the integrated Science Curriculum 2012 at Grade 8 and proposes a strategy for overcoming them. The research was conducted using a mixed-methods approach. The participants in this study were Bangladeshi Grade 8 Science teachers. Data was collected using a series of survey questionnaires and an interview schedule. Science curriculum specialists assessed and pre-tested data collecting techniques with Grade 8 science teachers. The survey data was interpreted using descriptive statistics. Both qualitative and quantitative data were triangulated to interpret the findings. Unfriendly texts, insufficient physical and instructional facilities, a lack of teachers' professional skills, inconsistent in-service training, inefficient instructional monitoring, and a mentorship structure were among the issues mentioned by Grade 8 Science instructors. Regular professional development activities, modernising instructional facilities, improving the physical environment, updating the Grade 8 Science textbook, and developing a continuous instructional monitoring and mentoring system were all recommended as ways to go forward.