Bangladeshi Science Teachers’ Perceived Importance and Perceived Current Practices in Promoting Science Education Through a Context-Based, Socio-scientific Framework

The paper reports a study that seeks to develop an instrument so as to explore Bangladeshi science teachers’ perceived importance and perceived current practices, geared to the inclusion of four suggested areas of focus within a context-based, socio-scientific framework—student motivation, scientific problem-solving, socio-scientific decision-making and a beyond school, active informed citizenry concern. The study, taking into consideration the influence of different realities in the Bangladesh context (large class size, gender stereotypes and inadequate teacher development programmes), was conducted in 2 stages involving first piloting of a devised instrument with participant teachers involved in an international ‘We Act’ project which sought to promote socio-scientific activism. Expert validation and Cronbach Alpha test were carried out to establish the validity and reliability of the instrument. The actual implementation of the revised instrument was with purposefully chosen Bangladeshi science teachers. The results showed the participant Bangladeshi science teachers’ comparatively higher perceived importance, yet lower perceived current practice of incorporating different orientations associated to a context-based, socio-scientific framework. The results also revealed the influence of large class size, professional development programmes and gender factors on Bangladeshi science teachers’ perception. The significance of the study lies in emphasising the need for a more socio-scientific approach to Bangladesh science education and initiating professional development programmes for enabling teachers to perceive the role of science education to promote citizens who are able to meet the social needs as indicated in the constitution.