Pedagogical Challenges Faced by Science Teachers in Teaching General Science at the Elementary Level in Government Schools of District Sanghar

Abstract

Science education at the elementary level is very important in developing students’ foundational knowledge of scientific concepts and awareness of the natural and environmental world. But the efficiency of science education is greatly dependent on the pedagogical skills of teachers, the use of instructional resources, and the teaching methods used in the classroom. In most government schools, science teachers experience a variety of instructional and methodological challenges that limit effective teaching and significant learning. It is against this background that the current study sought to explore the pedagogical challenges faced by science teachers while teaching General Science at the elementary level in government schools of District Sanghar, Sindh, Pakistan. The study was informed by two major objectives: first, to explore the challenges faced by science teachers in using instructional resources and incorporating environmental concepts in classroom teaching; and second, to explore the pedagogical practices used by teachers and the methodological challenges faced by teachers in teaching General Science. The study used a descriptive survey research design and adopted a mixed-methods approach that combined both quantitative and qualitative data. The study population included science teachers and head teachers of government elementary schools in District Sanghar. A sample of 20 schools was selected randomly from six talukas of the district. The data was collected using structured questionnaires from 318 science teachers and semi-structured interviews from 20 head teachers. The results show that there are serious confines in the use of teaching resources, integration of environmental concepts, and the use of appropriate teaching methodologies. The implications of the study are very important for policymakers, curriculum developers, and institutions involved in teacher training to improve teaching practices and the quality of science education at the elementary level.