The promotion of science values: Science teachers' perspectives and practices

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review


Based on a qualitative case study, this chapter analyses science teachers’ perspectives and practices with regard to the promotion of two curriculum-intended values—curiosity and rational thinking. Six science teachers representing a range of geographical locations, school types with different class sizes, lengths of teaching experience and educational qualifications, along with their associated science classes, each representing a case, participated in this study. Data were gathered through observing the teachers’ science lessons, interviewing them as well as interviewing their students in focus groups. The cross-case analysis suggests that while both of the values were perceived to be important by the teachers, there were marked differences in their perceived importance and the corresponding teaching approaches. The discussion explores the meaning of these findings in terms of school science educational practice in Bangladesh.
Original languageEnglish
Title of host publicationEngaging in Educational Research
Subtitle of host publicationRevisiting Policy and Practice in Bangladesh
EditorsRaqib Chowdhury, Mahbub Sarkar, Foez Mojumder, M Moninoor Roshid
Place of PublicationSingapore
Number of pages19
ISBN (Electronic)9789811307089
ISBN (Print)9789811307065
Publication statusPublished - 2018

Publication series

NameEducation in the Asia-Pacific Region: Issues, Concerns and Prospects
ISSN (Print)1573-5397
ISSN (Electronic)2214-9791


  • Science teaching
  • Scientific literacy
  • Science values
  • Curiosity
  • Rational thinking

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