In line with a current global trend, junior secondary science education in Bangladesh aims to provide science education for all students to enable them to use their science learning in everyday life. This aim is consistent with the call for scientific literacy, which argues for engaging students with science in everyday life. This chapter reports Bangladeshi science teachers’ perspectives of the promotion of scientific literacy as a curricular goal. Employing a qualitative-dominant mixed methods research approach, this study reveals that participating teachers hold a range of perspectives of scientific literacy, including a naïve perspective. This research also highlights the tension which teachers encounter between their religious values and science values while they were teaching science in a culture with a religious tradition. The discussion explores the meaning of these findings and provides implications for school science educational practice in Bangladesh.
|Title of host publication||Research and Educational Change in Bangladesh|
|Editors||Janinka Greenwood, John Everatt, Ariful Kabir, Safayet Alam|
|Place of Publication||Dhaka, Bangladesh|
|Publisher||University of Dhaka|
|Number of pages||18|
|Publication status||Published - 2013|
Sarkar, M. (2013). Bangladeshi science teachers’ perspectives of the promotion of scientific literacy. In J. Greenwood, J. Everatt, A. Kabir, & S. Alam (Eds.), Research and Educational Change in Bangladesh (pp. 135-152). Dhaka, Bangladesh: University of Dhaka.