Science Education in Bhutan: Issues and Challenges

Autor/inn/en	Childs, Ann; Tenzin, Wangpo; Johnson, David; Ramachandran, Kiran
Titel	Science Education in Bhutan: Issues and Challenges
Quelle	In: International Journal of Science Education, 34 (2012) 3, S.375-400 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2011.626461
Schlagwörter	Stakeholders; Science Education; Curriculum Development; Developing Nations; Educational Change; Science Curriculum; Scientific Literacy; Foreign Countries; Student Motivation; Bhutan + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Bildungsreform; Ausland; Schulische Motivation
Abstract	Science education in a developing country is pivotal in the developmental process. Bhutan, like other developing countries, places great importance in institutionalising a relevant and challenging science curriculum for all of its school-aged children. A number of factors have made the review of the science curriculum in Bhutan a priority including international debates about scientific literacy and the changing time and needs of Bhutanese society and its students. This article reports on the findings of a study to investigate the present status and challenges of the current science curriculum from interviews with teachers, students, and other key stakeholders such as higher education lecturers and employers. The study also draws on observations of science classes and key curriculum documents. This study was conducted as a prelude to the major science curriculum reform prioritised in the government's 10th Five Year Plan (2008-2012) in order to provide a research informed perspective for science curriculum development. The findings from the research are reported here and show a number of positive issues in science education including good student motivation in lower classes. Challenges are identified including issues of teacher development, resourcing, and fragmentation and discontinuity in the current curriculum. These issues and challenges are discussed in the light of literature on science education in developing countries. (Contains 1 table and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10