Interaction Enthusiast: Two Dimensions of Fostering Active Participation

Mrs. Bharati: Project-based learning approach at a basic level

                 Mrs. Bharati is a basic-level science teacher at Kushma, Nepal. She is an I. Sc qualified science teacher and has been engaged in teaching for sixteen years. She got married at 19 years old and then started her career as a science teacher. So far, she has worked in three different institutional (private) schools. 

                 It was nearly the mid-day of Falgun 18 that we informally talked regarding participants for my ethnographic research. I introduced her to my research, its aims, and its procedure. At the end stage of the session, she expressed difficulty at first due to the time limit to conduct the last project and revision for the final examination, but I convinced her that, even at the time of class and conducting the project I could observe and pose queries concerning your culture of teaching and assigning project to the students. She was convinced and then got ready to be my participant. She said she assigned the project to grade five students for modeling the solar system as a home assignment and grade six to make an electromagnet in the school’s maker space. Both projects will be completed by Falgun, and she will inform me whenever the projects are ready to be observed, she added.

                  Finally, she informed me that her students from grade five brought their projects and my data collection began from 28^th Falgun where I observed students work and interacted with students concerning the projects, and information about her and her schooling. 

                  Later, the same day I got an opportunity to observe the collaboration among the group members in the maker space. In that session, I interviewed her in detail concerning her schooling and her culture of assigning and conducting project-based classrooms. That day students just completed their designing and winding coated wire around the magnetic substance. The interaction between us about my research concern goes like this below.

At her age, Those Activities were enough to Encourage Science Learning 

            [After completing all our informal talk, I first asked her about her schooling and how much she was aware of projects at her school.] 

Mrs. Bharati: “Oh! my School……. I graduated from SLC and twelve standards from private schools in Kaski. I was well aware of practical and projects in her school life. Practical like lab-based experimentation {to prepare gas, reflection, refraction}, observations like biological field visits, and making models by drawing or using materials like drawing life processes in big charts using grains and pulses to model different organs. Our school had a lot of resources for learning science practically. Before 20 years there were no concepts related to project-based activities. Those experiences were also enough to entertain us, isn’t it hahaha… we weren’t informed of those activities as projects, simply teachers used to say let’s do practical or observe the content. But now I came to know that those activities with more criteria of assessment are the implementation of project-based learning”. 

[After such a report from her, I posed her questions like how her science teacher used to make them engaged in activities, were those practical helpful to add creativity, and how often she had chances to use her mind and hands.] 

Mrs. Bharati: “Umm! I often used to stay silent in my classes and even in the laboratory. Every lab-based experimentation like reflection and refraction of light, preparation of hydrogen gas, oxygen gas, and so on was demonstrated by the teacher and my role was to observe activities and make a scientific report of those experimentations. ……… I was unable to handle the glassware at her school because of the limited source but it was enough for the demonstration. However, I used to enjoy being actively observant and I think it was better than learning as abstract and rote memorization the process and outcomes. In the case of outdoor visits like a collection of algae and fungi and visiting the museum of fetus specimens. I was free to ask questions as much as she could, and she used to try to find as much information as she could to reflect on her report and achieve a good practical mark. I was not very good at drawing and arts, and making models compared to her friends, but I tried my best to make models of human digestive, respiratory, and urinary systems using grains and pulses. Observing the demonstration and specimen live are good for clearing misconceptions and strengthening content, whereas modeling is better to reflect content understanding and our hand skills.”

[Connecting to the above, I further asked her to state whether she had an opportunity for peer discussion, collaboration, and developing 21st-century skills or not?] 

Mrs. Bharati: “As I said earlier, I usually used to remain silent in most cases However I still remember that while posing queries to the teacher I often took help from mt\y friends so that my voice was spoken up by friends, and I consider this as peer collaboration. Moreover, I do not remember any work that is based on peer collaboration and group discussion. All over, the school’s project works and practical were mostly individual basis besides taking help on report writing.”

Mrs. Bharati's teaching practices reflect her exposure to practical and projects from an early age. However, her student experience was predominantly passive, with teachers demonstrating experiments and students observing and documenting, aligning with Fenstermacher and Siltis (2004)'s executive approach. This approach can limit creative thinking and hands-on skill development. In contrast, her experiences during outdoor visits, where she engaged in inquiry-based learning and localized the curriculum, align with Attard et al. (2020)'s argument about enhancing real-world relevance in education. These experiences highlight the potential for students to thrive in the culture of more hands-on and inquiry-driven environments, key aspects of Project-Based Learning.

Mrs. Bharati: Role Model of Facilitation

            [And then I informed her to shift toward her teaching profession. As she reported earlier, she started her teaching profession soon after her marriage and she has teaching experience for nearly fourteen years; so, I was expecting comprehensive data concerning the culture of practicing PBL in her daily profession. My first question for her was about her teaching pattern and how she connects the real-world context in science learning?] 

Mrs. Bharati: “……. I am child-friendly (hehe) and often practice edutainment in my daily teaching practices. I promote students’ activeness in my classroom setting by providing around 60% of the periodic time for students’ presentations, reading, and activities. I have performed and engaged students in almost all activities proposed by the science curriculum Nepal 2021 either by drawing, making models of scientific materials, group work for the project like the collection of different types of seeds and leaves, drawing, and decorating arts related to the content, and so on. So far, I have used drawing on chart paper individually and some by groups are most in practice. Whereas, group projects like making a pinhole camera, electromagnet, making a model of a solar system, etc. are the least in practice.” 

[Continuing the real-world context, I asked her to expose how often she provides space for the student’s choice and voices for experimentation or any project work. And her immediate response was like….]

Mrs. Bharati: “In my classroom, I firmly believe in providing students with the space and freedom to explore, create, and experiment with various projects and activities. It's not just about completing assignments; it's about connecting their learning to the real world. For instance, when it comes to activities like model making or designing decorative arts, I take a hands-off approach. I want my fifth-standard students to have the autonomy to express their creativity and ideas. I don't intervene unless it's necessary.

However, I do believe in guiding them towards a deeper understanding of the subject matter. If, during their project on the solar system, they forget to explain something crucial, like asteroid belts, I gently remind them to include it. This is where I bridge the gap between their creations and the real world. The real-world connection is vital. It helps them see how what they're learning applies beyond the classroom. When they design, make, and present their work, it's not just about matching it with the content. It's about making that content relevant to their lives, helping them grasp its significance in the real world. That's the essence of education - making knowledge meaningful and applicable.”

[As we were at the nearby hall where her students were designing and making electromagnet, what I observed was that students’ collaboration within the group was so engaging that some were proposing ideas some were drawing the circuit and asking how to connect these wires, some are connecting wire and winding coated wire over magnetic substance, some are just staying are enjoying the discussion, and also some are just side talking and precisely irritating to the group members.

Figure 1 Sixth-standard students working collaboratively to prepare an electromagnet, a group project at maker space.

Mrs. Bharati: “I understand the importance of facilitating project-based learning within the classroom, and it goes beyond just assigning tasks to students. It's about creating an environment where students can truly engage and learn through their projects.

Firstly, I recognize that collaboration and peer discussion are essential components of successful project work. While it might sometimes lead to a bit of noise and distraction, I firmly believe that these moments of open discussion are where some of the most valuable learning occurs. To address this, I ensure that such project work takes place in dedicated spaces like an open area or a maker-space hall, away from regular classrooms, to minimize disruption to other classes.

When it comes to assigning projects, I consider three key factors:

(a) Grouping: I carefully select group members, aiming to balance competition and collaboration. I place students with different strengths and interests in the same group to foster healthy competition, and I also pair students who may not have strong social connections to encourage communication and collaboration.

(b) Peer Collaboration: I emphasize the importance of peer discussion, mutual support, and effective communication among students. These skills are not only crucial for the success of their projects but also for their overall growth as learners and future professionals.

(c) Peer Evaluation: To ensure accountability and fairness, I assign specific groups the task of evaluating each other's projects and presentations. This encourages students to take ownership of their work and provides constructive feedback for improvement. Additionally, I promote confidential intra-group member evaluations, allowing students to reflect on their contributions and areas for personal growth.

I am committed to bridging the gap between assigning tasks and effective pedagogical practices in project-based learning. It's about creating an atmosphere where students not only complete projects but also gain valuable skills, collaborate effectively, and understand the real-world relevance of their work.”

[Coding her information was so data rich that I had to re-ask to code them properly. Soon after writing everything, I put her queries about her perceptions of PBL and practices, how effective she thinks of her practice, and whether she prefers others.] 

Mrs. Bharati: “Hmm! Regarding my perception of project-based learning (PBL) and my practices, I'd like to delve a bit deeper. Despite the challenges, such as the potential for projects to be time-consuming and the occasional noise and commotion in the hall, I wholeheartedly embrace this approach. When the noise level becomes a bit overwhelming, I pause the proceedings or step out of the hall briefly. It's important to strike a balance between energetic collaboration and maintaining a conducive learning environment.

What makes PBL truly effective in my view is that it allows students to encounter and learn from unexpected errors and challenges. For instance, at the beginning of a project, some students might struggle with basic concepts like connecting a switch, or they might inadvertently connect a wire to the wrong port on the switch. They might not initially distinguish between coated and bare wires. However, as we progress through the project, I've seen remarkable growth. Students start to connect the switch correctly, and they become more aware of the difference between coated and naked wires. These moments of struggle and learning are what make PBL so powerful.

Moreover, PBL enables students to reflect on their project experiences and connect those experiences to content knowledge. They can see the real-world applications of what they're learning, and this deepens their understanding.

In summary, I place immense value on the project-based classroom setting and the teaching-learning process it fosters. I see it as an effective way for students to not only gain subject-specific knowledge but also develop essential problem-solving, collaboration, and critical thinking skills. Given the available resources, I highly prefer to continue implementing PBL because I believe it prepares students for a world where creative problem-solving and adaptability are key.” 

Framework for Mrs. Bharati; Fostering Peer Evaluation

[The project completed by the grade six students was a clear demonstration of the Project-Based Learning culture in the classroom. The class was divided into four groups, A, B, C, and D, with thirty-eight students distributed in a way that encouraged both competition and social interaction.

The students were given autonomy over their work, with the freedom to make mistakes, seek help when needed, design their project frames, and collaborate with their peers. Peer evaluation was another significant component of the project. The students were made aware of both intra- and inter-group evaluations. The project contributed to 15 out of 50 practical marks for the final terminal examination. The marks were divided between the average of peer evaluations, which contributed 10 marks, and the teacher’s evaluation, which contributed 5 marks.]

[Entering the hall, it was observed that all students were very excited to present, and informally I asked some students how they are feeling and how comfortable they are for the presentation. They replied that they felt a little nervous however they were prepared, read the working mechanism from the book, and distributed the role for the presentation. Soon after that, I took Groupwise photographs as Figure 4.3.

Figure 2 Students are showing their finalized project.
Group A	Group B
Group C	Group D
Note: Project name and type: making an electromagnet and content-based project (from the electricity chapter)

[During the presentations, the classroom culture of PBL was more evident. The presentations were completed in a short span, showcasing efficient time management. Key elements of PBL, such as peer collaboration and evaluation, were observed. Students demonstrated their projects, defended queries, and some even took on critical questions about their contributions, reflecting the PBL’s emphasis on responsibility and accountability.

The evaluators raised questions based on content and collaboration, further fostering a culture of inquiry and feedback. Questions ranged from technical aspects of the project, like the workings of an electromagnet, to individual roles and contributions, reinforcing the PBL’s focus on individual learning and group dynamics. Despite some students remaining passive, the overall culture encouraged active participation and learning.]

Figure 3 Presentation and Peer Evaluation
1. Presenter: Group A, Evaluator: Group B	2. Presenter: Group B, Evaluator: Group D
3. Presenter: Group D, Evaluator: Group C	4. Presenter: Group C, Evaluator: Group A

[It was the time of the second presentation when Mrs. Bharati and I were discussing and praising the confidence and coordination among group members. At the same time, I asked her to assume and state her choice and expectation of how she designs the science course and curriculum incorporating PBL in science education, how she envisions her design for it, and what things she considers to be included and what should not be?] 

Mrs. Bharati: …… I praise the project-based learning approach, and I express remembering the mischievous behaviors of students. I would like to incorporate the culture of the manner in science as well as foster 21st-century skills. I would like to develop a science curriculum that emphasizes content learning, soft skills, and hard skills equally by promoting more project-based learning as I have been doing recently. I add, through my design; assigning Groupwise projects fosters inquiry-based learning where students inquire through their curiosity, identify key facts like adjusting available materials to complete projects, students get encouraged to do research using different platforms, students cooperate and collaborate with themselves and teachers, construct knowledge by reflecting their lived experiences, and present and defend their collaborative work. I claim that such practices certainly foster creative thinking ability, 21st-century skills, hands-on skills, rapport-building good relationships, and good performances in every assessment. In the same way, I also realize that such practices consume more time and are difficult to cover the course in a specified time, so I suggest reducing the content and focusing more on activities incorporating Bloom’s Taxonomy science course.

[I was curious about her existing practices, and Immediately I posed a query about whether she was satisfied with the ongoing project or not, or what else she expects more.]  

Mrs. Bharati: ……. Hehe! For such a project I was assigned only three in the ongoing session. I tried my best to address all my assumptions and expectations, but still, some parts were missing due to the time constraint. I just want such a project to be given not less than ten at a basic level.

In conclusion, Mrs. Bharati's teaching approach reflects a shift from her own passive learning experiences to a more student-centered, hands-on, and collaborative approach. Her commitment to project-based learning, despite its challenges, underscores the value she places on fostering skills development, critical thinking, and real-world relevance in her classroom. The observations during project presentations highlight the successful implementation of her teaching philosophy, with students actively participating, collaborating, and critically evaluating each other's work.

Mr. Sapkota: Project-based science learning is the student’s choice, isn’t it?

Mr. Sapkota is a very friendly and well-experienced secondary-level science teacher. He is currently engaged in one of the top schools in Pokhara. His struggles for being a well-renowned science teacher are so inspiring that I felt lucky to have such participant. He is an MSc. Graduated and taught science for the past ten years. He worked in a diverse society in different parts of Nepal. His struggle to be engaged in the teaching profession inspires us to never give up, first, he worked as an unofficial teacher to cover his expenses in Kathmandu and then in Bhaktapur and later started to work in the institutional school of Bhaktapur. Then after, he maintained his stability and started science teaching. Since the early of his teaching career, he has emphasized practical and activity-based science classes, he is in Pokhara as a science department head where the science classes run according to his design and model.

Mr. Sapkota; Influenced by his Chemistry Teacher

[The first question was about his schooling, everything whatever the information focusing on whether project-based classes were run or not, if yes, how, his memorable part of lived experiences.] 

Mr. Sapkota: “I graduated with my SLC and +2 Science from the well-renowned Institute of Pokhara, where classroom settings were fully facilitated for children-centered learning. My science schooling was full of activity/experimentation-based classes, skilled human resources, and inspiring science teachers. I still remember those activities performed during my schooling time like observing the venation of maize plants and rose plants, roots of paddy plants, and mustard plants. The school system was residential, therefore, there was a well-documented and kept record of every activity. My schooling was well aware of inquiry-based learning (as of now) and hands-on activities because we were encouraged to pose questions or respond frequently; we had to remain active in interaction with teachers. From the 9th standard, individual teaching for the different streams of science was practiced like the physical part, chemistry part and biological parts of science have different teachers. I was highly influenced by the cordial teaching personality of my chemistry teacher and thus I chose Science in plus two and continued my higher education.” 

[It was sensed that his schooling was pretty sophisticated, filled with plenty of chances to nurture science learning. Further, I put a query linked to the previous one that shows how the teacher used to make them participate in experimentation or any project of science. And to what extent he memorizes about the fostering of peer collaboration, communication skills, and opportunity to use his creative mind in activities.] 

Mr. Sapkota: “Umm! … As I said earlier, I experienced sufficient hands-on activities facilitated by my science teachers. Since I had access to three different science teachers from the early ninth standard, I was more influenced by my chemistry teacher from grade nine because his act of mentoring and promoting equal chances to all was different and I was taken care of, especially by him. Since my schooling was residential, there was enough time for projects and collaborating with group members whenever needed. In the science laboratory, we were assigned to conduct experimentation with our own hands. We could inquire for help whenever needed, and sometimes we had to follow our teacher’s commands and demonstrations to complete our experimental classes. I elaborated with an example that I performed the experimentation of refraction and reflection of light by myself following instructions from the textbook but for the case of hydrogen gas, I was afraid of approaching acid as it was the first time for me and therefore, I took help from my teacher covering hand with a polythene bag. Then, from next time I was able to handle chemicals and performed laboratory preparation of oxygen and nitrogen gas by myself. I also had experiences with outdoor projects like making balloon rockets showing action and reaction, and collecting local plants and classifying them. All these indoor and outdoor projects have to be reflected on the report file following the scientific report template.

I still remember that while doing outdoor activities like sampling different species of plants/seeds and modeling scientific materials I employed my creations and developed more ideas while engaging and reflecting on lived experiences. For example, I revised my drawing work on the human respiratory system by adding grains and pulses to distinguish organs and make it a more attractive and highly defined art. However, when I had to engage in practical activities following my teachers, I had just opportunities to develop my hand skills to handle laboratory equipment and adjust them. Now, I claim that my science learning at the school level was based on the principle of PBL as I am now aware of it."

Mr. Sapkota's experiences and educational journey, starting from his School, exemplify the principles of Project-Based Learning. His school emphasized a child-centered learning environment with activity-based classes and skilled teachers, fostering an atmosphere of inquiry-based learning and hands-on activities (Iofciu, et al., 2011). His active engagement in hands-on learning, collaboration, inquiry, problem-solving, reflection, and real-world application of knowledge demonstrate his ability to learn actively, work in a team, solve problems, reflect on his work, and apply classroom knowledge to real-world situations. His experiences, such as observing plant venation and roots, experimenting with light refraction and reflection, and outdoor projects like making balloon rockets and classifying plants, highlight the key characteristics of PBL as proposed by Markula and Aksela (2022). These include group work, learning from personal experience, peer evaluation, use of artifacts, technological tools, problem-centeredness, and certain scientific practices. Thus, his science learning at the school level aligns well with PBL principles, emphasizing the culture of creativity, collaboration, and hands-on experience, highlighting his effectiveness as a learner in this pedagogical context.

Mr. Sapkota as a Co-learner with Students

Mr. Sapkota is a science teacher known for his talkative and interactive teaching style, which aligns with the principles of Project-Based Learning. He encourages active conversation, often assigning students to deliver presentations on science content, followed by open discussions. These sessions allow students to share their understanding and receive feedback, fostering a dynamic learning environment. Mr. Sapkota also promotes hands-on learning through practical activities, modeling, arts, and group discussions. His approach to teaching reflects the core tenets of PBL, emphasizing student engagement, collaboration, and real-world problem-solving. Regarding the culture of practicing PBL, my query was about his notion of project-based learning and its priority in the profession.

Mr. Sapkota: “I have enough experience as a science teacher and teacher educator. I value project-based learning and address the characteristics of PBL, and I have been practicing it unknowingly since the beginning of my teaching profession. I promote a project-based classroom setting, where students can identify their problems to be solved, inquire and do research for their backgrounds, engage in experiments or any hands-on skills reflecting activity, and learn from reflecting on their experiences. In the context of my daily teaching profession, I am very flexible with students’ space in the learning process. I hand over most of the science period time to my students and enjoy student presentations and discussions, and my role is more of a commentator and feedback giver. I consider that one Groupwise project with a deadline of one week is mandatory once a month, and the rest of the activities can be assigned individually based on their cognitive skills.” 

[After his impressive report concerning his notions, I further urged him to explore more how he practices or facilitates manipulating project-based classroom settings.] 

Mr. Sapkota: “Yes, from the early phase of my career, I approached full of practical-based science classes where I demonstrated and students had to revise it themselves and reflect through report writing (commonly known as practical copy) at the school level. I continued this approach for five years until I got an opportunity to join SQC (Student’s Quality Circle); through SQC I was made aware of maintaining the quality of students through cognitive development and Bloom’s Taxonomy. Then after, I slowly changed my strategies for teaching, now, I emphasize more on creative thinking and reflecting through hands-on skills. Even before lecturing, I check students’ existing information about the content, and then after I enter the content with possible activities. At first, I identify and separate the types of projects to be assigned individually or in a group, and then I let them free to design, collaborate, and present. I classify project works into two groups: in-lab and out-lab. In the case of project activities inside the laboratory, I lead different groups of students and then evaluate according to students’ reflections through report writing. For individual or Groupwise out-lab project activities, I first inquired about preliminary ideas and designs to complete projects, and I said I enjoy finding multiple designs of the same project. I gave an example of making a model of a heart and then presenting it. For this project, one student brought the real heart of a goat from a meat shop and presented valves, chambers, and observable vessels in the lab. Look! …… These are some examples of projects that I have assigned. {Figure 4.6}”

Sapkota’s Guideline; Teachers as Encompassing Facilitation

            [Proceeding further, nearly a week later at a member’s checking process I asked him about his assumptions and desires and how he wanted the science learning environment and course design to be.] 

Mr. Sapkota: “I believe that whatever I am practicing in my daily teaching process is enough as of now. Being a senior science teacher at my school, I use it to frame other teachers as well. My course design is fulfilled by CDC Nepal 2021 by incorporating more hands-on activities and projects using low-cost resources. At present, the science course of grade eight is more of a conventional type which is being revised and implemented from the next session (2023/24), otherwise, teachers’ mindsets over the conventional approach need to be changed.”

Mr. Sapkota's teaching practice provides valuable insights into the culture of Project-Based Learning (PBL). He fosters a learning environment where students are encouraged to identify problems, conduct research, engage in hands-on activities, and reflect on their experiences. His role as a facilitator and feedback provider, rather than a traditional lecturer, underscores the collaborative nature of PBL. He values student autonomy, allowing them to design, collaborate, and present their projects. His emphasis on creative thinking, reflection, and hands-on skills aligns with the core principles of PBL. Furthermore, his approach to evaluation, which is based on students' reflections and report writing, reinforces the importance of feedback in the learning process. Overall, Mr. Sapkota's teaching practice embodies the key aspects of PBL, including collaboration, autonomy, problem-solving, reflection, and feedback.

Reflection on Observation

            In a group-based project assignment for tenth-grade students, they were tasked with collecting and preparing specimens of various local animals. The thirty students were divided into ten groups, each required to prepare and classify specimens. In the laboratory, students were observed handling a variety of animals, both vertebrates and invertebrates, under the guidance of Mr. Sapkota. They were actively collaborating, discussing their tasks, and were free to implement their ideas or seek help. This environment fostered a culture of Project-Based Learning, emphasizing hands-on experience, collaboration, and problem-solving. Despite the challenges in collecting certain animals, the students managed to complete their tasks, demonstrating resilience and adaptability, key aspects of PBL.

For the assessment, Mr. Sapkota called everyone together and encouraged them to listen carefully to their peers' presentations. Each group presented their specimens along with their scientific classifications and salient features. The students were also required to reflect on their work and include schematic diagrams in their practical worksheets. Unfortunately, I was only able to attend four of the ten group presentations that day.

Figure 4 Photographs During the Observation
P.S. Placing grasshopper inside the container.	P.S. Mr. Sapkota helped to pour the formaldehyde.	P.S. A student showing his sample.
P.S. A student is placing a snake inside the container.	P.S. A female student is placing a frog inside the container.	P.S. Students are pouring formaldehyde while Mr. Sapkota is observing.
P.S. Prepared specimens of different animals (snake, frog, lizard, grasshopper, cockroach, crab)

[Post-report about the project in detail by Mr. Sapkota after several days.]

Mr. Sapkota reported on the exciting project of preparing animal specimens. In this project, students themselves brought in animals they had discovered, including snakes, frogs, and grasshoppers. They utilized formaldehyde, a substance that prevents the animals from deteriorating over time. Additionally, they equipped themselves with the necessary tools, such as scissors and containers with secure lids, to assist in the process. The primary objectives of this project were to learn how to prepare specimens and to emphasize the importance of teamwork and collaboration. As the facilitator, Mr. Sapkota encouraged students to work cohesively as a team. This involved dividing responsibilities, fostering effective communication, and ensuring that each member played a significant role in the project’s success.

In groups, students placed the entire specimens into containers filled with formaldehyde. Each container was meticulously labeled with essential information, including the name of the animal, the date of preparation, and other pertinent details. Moreover, each group of students had the opportunity to share their discoveries with the rest of the class. This involved taking on the role of a teacher, explaining the findings, and discussing the unique anatomical features of the specimens they had prepared. To assess their progress and the success of the project, Mr. Sapkota employed various evaluation methods. Students were required to compose detailed reports, documenting their observations, insights, and conclusions. He also evaluated their active participation in the group activity, which encompassed their ability to collaborate effectively, communicate, and adhere to safety and ethical guidelines. Furthermore, group presentations served as an essential assessment tool, allowing students to articulate their newfound knowledge.

The culture of doing projects, as exemplified by Mr. Sapkota's teaching practices, is characterized by active student participation, collaboration, creative thinking, and hands-on learning. This culture aligns with the principles of Project-Based Learning (PBL), fostering a sense of belonging and encouraging students to develop practical skills. The emphasis on activities with low-cost materials, as outlined in the Science Curriculum 2021, promotes accessibility and inclusivity. Students are encouraged to freely implement their ideas, seek help when needed, and actively collaborate on tasks. The project work, such as preparing specimens of various animals, allows students to overcome fears and hesitations, fostering resilience and adaptability. Despite challenges in collecting certain specimens, students managed to complete their tasks, demonstrating problem-solving skills. The presentations serve as a platform for students to showcase their work, share their knowledge, and reflect on their learning, reinforcing the reflective and collaborative nature of PBL.

Result and Discussion

On comparing the cultures of teaching science, here we can find some commonalities and differences grounded to their project-based classroom settings.

Aligning Culture of Implementing PBL

Student-Centric Approach: Both Mrs. Bharati and Mr. Sapkota emphasize a student-centric approach. Mrs. Bharati encourages student presentations, reading, and activities, aligning with the Science Curriculum Nepal 2021 (Hughes & Morrison, 2020). Mr. Sapkota creates a flexible classroom environment where students take control of their learning process, engage in hands-on activities, and reflect on their experiences (Bergmark & Westman, 2018).

Collaboration: Collaboration is at the core of both teachers' teaching approaches. Mrs. Bharati values peer discussion and assigns projects with careful consideration of grouping, peer collaboration, and peer evaluation (Markula & Aksela, 2022). Mr. Sapkota assigns projects to be completed individually or in groups, either in the laboratory or outside of it. His approach to projects is influenced by Gardner’s theory of multiple intelligence (1983), valuing diverse ideas and designs.

Reflection: Both teachers value reflection as a part of the learning process. Mrs. Bharati believes that PBL helps students confront errors and learn from their experiences. Mr. Sapkota emphasizes reflection on experiences and evaluates students' reflections through report writing.

Differences in Teaching Practices:

Teaching Strategies: Mrs. Bharati's teaching strategies align with the Science Curriculum Nepal 2021, emphasizing edutainment and active student involvement (Hughes & Morrison, 2020). In contrast, after joining the Student’s Quality Circle (SQC), Mr. Sapkota shifted his teaching strategies to emphasize creative thinking, hands-on skills, and understanding students' existing knowledge before lecturing (Dong, et al., 2020).

Project Assignment: Mrs. Bharati assigns projects with a structured framework addressing essential elements such as group dynamics, the allowance for mistakes and collaboration, utilization of technological tools, problem-centeredness, and adherence to scientific practices (Markula & Aksela, 2022). Mr. Sapkota assigns one group project per month and other activities based on students' cognitive skills. Students actively collaborate and discuss their tasks, free to implement their ideas or seek help from their teachers in projects.

Evaluation: Mrs. Bharati employs a lucky draw method to determine the presenter and evaluator, promoting fairness and inclusivity for the group presentation and peer evaluation. However, Mr. Sapkota evaluates students' reflections through report writing and individual interaction based on experiences and methodology.

 

 

Acknowledgement

I express my heartfelt gratitude to the participating teachers and their dear students for their commendable dedication and commitment to fostering an enriching learning environment. Their passion for teaching and ability to bring out the best in their students is truly inspiring. Their invaluable insights and experiences have been instrumental in this endeavor.

 

REFERENCE

Bergmark, U., & Westman, S. (2018). Student participation within teacher education: emphasising democratic values, engagement and learning for a future profession. Higher Education Research & Development, 37:7, 1352 1365, DOI:10.1080/07294360.2018.1484708

Dong, Y., Wu, S. X-Y., Dong, W-Y., & Tang, Y. (2020). The Effects of Home Literacy Environment on Children’s Reading Comprehension Development: A Meta-analysis. Educational Sciences: Theory & Practice, 20(2), 63-82. https://doi.org/10.12738/jestp.2020.2.005

Hughes, J. M., & Morrison, L. J. (2020). Innovative Learning Spaces in the Making. Frontiers in Education, 5, 543706. https://doi.org/10.3389/feduc.2020.00089

Iofciu, F., Miron, C., & Antohe, S. (2011). Graphic organizer for constructivist approach of advanced science concepts: Magnetorezistence. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2011.03.065

Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: how teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(2). https://doi.org/10.1186/s43031-021-00042-x

 

 

Cite this article:

Limbu, S. (2023). Exploring the Culture of Practicing Project-based Learning by In-service Science Teachers: An Ethnographic Inquiry [MPhil dissertation, Kathmandu University].