Figure 1

Worksheet for grade eight

Teachers and Students both follow this worksheet to maintain the regular activity records and portfolio of an individual.

[Connecting to their practices, I further posed queries about their culture of conducting the project and any activities.
All three teachers claimed that they are practicing activity-based science classes where even their theoretical classes become highly interactive as they also prioritize inquiry-based classes. Moreover, their hands-on activities are mostly content-based and activity-based, and they remembered fewer contextual and real-life problem-based projects as compared to other types, reasoning that they assigned only four or five problem-based projects this year per class, as they are time-consuming and require prolonged assessments. They assign both individual and group-based activities for common objectives. In the case of laboratory-based activities, their students have to follow the guidelines provided by their assistants and must approach identical outcomes; however, in/out-lab or home-based activities, their students are free to design and articulate their ideas and creative skills to present their way, expecting diverse art forms of the presentation and content conceptualization. They said all the projects and activities for the whole session are already in their provided science workbook, so every time on the day of the activity, they expect some curiosity and preliminary preparation for the interaction from their students. On the activity day, firstly, they divide their students into two equal groups, assign two assistants separately, and then make groups of students for peer collaboration. They informed me that their students from the primary level are familiar with laboratory equipment, so they aren’t facing any challenges while doing any activity. So far, every assigned experimentation or project work has been completed in the targeted time, and they can maintain a portfolio of their work after each formative assessment.
I am impressed by their perfection and am curious about any challenges or difficulties they may face in their practices. Specifically, I would like to know why they are assigning fewer problem-based projects or activities and, if these are time-consuming, what their intentions are going forward.]
Mr. Dhakal: “We are hiring project assistant teachers to support both teachers and students in completing science activities within the targeted time. Home-based individual or group projects are not costly and are designed using local, low-cost, or no-cost materials. These projects include modeling objects such as human vital systems, cell division, DNA formation, and celestial bodies using materials such as clay, paper, and comic strips. I am concerned that assigning expensive, time-consuming, or collaborative home projects could result in challenges from guardians. The school has two laboratory classrooms with ample space and equipment for group discussions. However, unexpected school closures can disrupt practical schedules, requiring the use of normal days or home assignments to meet term plans and assessment systems.” [Mr. Sunar supports these pieces of information.]
Mr. N. Dhakal: “To add something from Mr. Dhakal, my regular teaching activities go beyond the workbook, resulting in a slower progression through the course according to the term plan. I have been questioned by the administration for not providing enough time for exam preparation, but I maintain that my approach is more effective and produces better outcomes.”
[Regarding my main concern, I inquired about their key factors when assigning projects, such as whether they address students’ space, collaboration, peer evaluation, and assessment mechanisms.]
Mr. Sunar: “We address students’ space by allowing them to design and construct the process independently, with a focus on content understanding and reflection. Most lab-based and home-based projects are done in pairs or groups, requiring collaboration to achieve objectives. The teacher’s role is to initiate the project through direct or indirect instruction and actively observe students’ activities for assessment using rubrics, with the assistance of laboratory helpers. However, we do not practice peer evaluation or critical questioning. Instead, practical exams are taken at the end of each term, where students randomly select a topic, conduct an experiment, and face a viva process.”
[Mr. Dhakal and Mr. N. Dhakal expressed their agreement with this approach. Additionally, I posed one more query: How do they think and practice fostering 21st-century skills through their pattern of implementing project-based classes?]
Mr. N. Dhakal: “Our approach has been successful, as evidenced by our inclusion in the top ten at a recent project expo at a science conference in Nepal. I attribute this success to our teaching methods, which focus on developing skills such as ICT, critical reflection, collaboration, communication, foresight thinking, and risk assessment.”
Mr. Sunar: “The school tracks student progress through portfolios and workbooks and collaborates with the Gandaki Province Academy of Science and Technology (GPAST), which is the governmental body to provide additional opportunities for skill development.”
Mr. Dhakal: “The school is committed to ensuring that students are prepared to learn and adapt to the school’s culture and values, which prioritize the development of 21st-century skills. The school has a reputation for providing a peaceful environment for science education and has contributed to numerous science project-related programs organized by both governmental and private organizations.”
[Despite their success, all three teachers acknowledged that they were not accustomed to guiding their students in peer evaluation and responding to critical questions during project activities or presentations. They pledged to address these issues shortly.
Seems all teachers are very positive about the existing curriculum and teaching process; however, I put a query concerning their recommendations and perceptions or expectations for science education.]
Mr. Dhakal: “My experiences with the previous science curriculum for the school level, which was heavily content-focused and encouraged rote memorization. Despite this, our teaching approaches incorporated project-based, inquiry-based, and activity-based methods, which were not significantly different from our current practices. The current curriculum aligns with our teaching culture by prioritizing contextual, activity-based, and problem-solving approaches, and addresses modern needs for science education, such as ICT knowledge and skills, collaborative work, cognitive development, and presentation skills. All three of us teachers are satisfied with the current curriculum and are striving to meet its criteria.”
Reflection on the Observation
Two weeks after the interview, I urged them to let me observe a regular activity-based science class. During this time, regular updates and proofreading of data were conducted through phone and messenger. Before the observation, it was discussed that all three teachers had identical activities for different classes. However, Mr. Dhakal’s and Mr. Nand Dhakal’s classes were interrupted by an NGO program that required the attendance of all secondary-level teachers and students after the fourth period. As a result, I was able to observe Mr. Sunar’s activity-based class and some other lower-level activities. Additionally, Mr. Dhakal and Mr. N. Dhakal reported that observing one class would be sufficient to generate ideas, as they were all following identical approaches to meet the targets outlined in their worksheets.
The activity was conducted with tenth-grade students from Section C, who were divided into two groups and supervised by one additional teacher and two laboratory assistants. The main objective of the activity was to handle and observe permanent slides with different resolutions. Each group of twenty-two students was further divided into seven subgroups, with each subgroup receiving seven microscopes and several permanent slides. All necessary materials were pre-arranged with the help of the assistants, and students were shuffled according to their group assignments.
Initially, the teacher provided brief instructions on the parts, functions, and handling of the microscope. The floor was then opened for peer collaboration and discussion on how to handle the microscope. From my observation, it was clear that the students were comfortable in the laboratory setting and adhered to the code of conduct for science laboratories, such as maintaining silence, avoiding rushing, handling equipment with care, and collaborating cooperatively. The students worked together and sincerely sought assistance from the teacher; I even assisted some students in focusing their view by adjusting the aperture, mirror, and focus. The teachers and assistants were actively observing and assisting the students throughout the activity. After approximately fifteen minutes, all students were asked if they had successfully viewed the cell. At this point, only four groups had successfully done so at different resolutions, while the remaining three groups in the first hall were still trying their best. In the next hall, two groups were also struggling to view the cell; one group claimed that their microscope was faulty and used the tools of a group that had already completed the task.
Eventually, all remaining groups completed the task with assistance from teachers and assistants. The teachers checked every slide before concluding the class. Afterward, I inquired about how student performance would be assessed for this activity. The teachers responded that while there was no doubt about the students’ behavior and communication skills, the content-related assessment would be conducted through detailed reflections in their worksheets and terminal examinations, where students would randomly select a topic to perform an experiment or activity again and defend their results during a viva.

Photographs from the Observation

Teacher giving direct instruction. 

A student waiting for his turn to observe

Peer collaboration to get the view.

Moment of not getting a view after several attempts