Teachers’ perceptions and experience of the new dimensions of the revised science textbooks at primary level schools in Quetta city of Pakistan

• Published in: Curriculum perspectives Vol. 42; no. 2; pp. 111 - 120
• Main Authors: Ali, Aqila Nadir, Nawab, Ali
• Format: Journal Article
• Language: English
• Published: Singapore Springer Nature Singapore 01.09.2022; Springer Nature B.V
• Subjects: Classrooms; Curricula; Curriculum Studies; Developing countries; Education; Educational Objectives; Educational Opportunities; LDCs; Learning; Learning Processes; Reading Materials; Research Article; Schools; Science Curriculum; Science education; Science teachers; Students; Teaching; Teaching Methods; Textbooks; Pakistan; Revised science textbooks; Teaching of science; Textbook dimensions
• ISSN: 0159-7868; 2367-1793
• DOI: 10.1007/s41297-022-00166-8

With the speedy explosion of knowledge and rapidly shifting trends, developing countries constantly introduce reforms in curriculum and textbooks especially in the subject of science. However, such shifts and reform efforts usually disregard the realities of teachers who hold the major responsibility of implementing the reform initiatives. This research aims to identify the new dimensions of the Revised Science Textbooks (RSTBs) and the challenges science teachers face in teaching the RSTBs in District Quetta, Pakistan. The research uses an explorative case study method and generates data through semi-structured interviews from 10 teachers purposefully selected from ten randomly selected schools. The analysis of data revealed several new dimensions in the revised textbooks including curriculum objectives, new content and terminologies, end of chapter assessment questions, and illustrations. Several challenges faced by the teachers such as their own as well as students’ capacity to cope with the new dimensions, overcrowded classrooms, and some unrealistic systemic expectations are also exposed. The research recommends that to make educational reforms contextually relevant, teachers should be involved while introducing any educational reform or shifting practices. Moreover, teachers should be properly oriented and trained to successfully introduce any change initiative. These findings and the subsequent recommendations have implications for policy makers, planners and other practitioners in the field of education in Pakistan and beyond.