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VOL. 11, ISSUE 3 (2026)
Pedagogical practices of secondary school science teachers in bihar: A survey-based analysis
Authors
Dr. Vishal Kumar, Dr. VR Rajesh
Abstract
The present paper highlights the pedagogical
practices of science teachers of secondary schools and the problems faced by
them in teaching science curriculum in the classroom scenario in Nalanda
district, Bihar. The study is descriptive in nature, using a survey method,
complemented with classroom observations and a semi-structured interview
schedule, which were administered in 20 secondary schools out of which, one
science teacher was chosen from each of these schools. The data analysis shows
that science education in the selected schools was teacher-centered and based
on lecturing, less usage of group work, experimentation, inquiry-based
teaching, project work, and information and communication technology (ICT). The
usage of the blackboard was very common, in the classroom teaching but it was
observed that almost no usage teaching learning materials such as charts,
videos, projector, and laboratory supported learning. Aligned with the
challenges they encountered, teachers cited infrastructural constraints, limited
functionality of laboratories, extra administrative tasks, teacher shortage,
and student absenteeism as the main challenges to effective science teaching.
The paper emphasizes the need for systemic support for infrastructure,
classroom materials, technology integration, and school level instructional
leadership, in addition to teacher training, to improve science pedagogy in
under-resourced secondary schools.
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Pages:29-34
How to cite this article:
Dr. Vishal Kumar, Dr. VR Rajesh "Pedagogical practices of secondary school science teachers in bihar: A survey-based analysis". International Journal of Advanced Education and Research, Vol 11, Issue 3, 2026, Pages 29-34
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