Qualitative exploratory study on science professionals' perceptions of the science curriculum in Karachi, Pakistan
Date of Award
8-1-2009
Document Type
Dissertation
Degree Name
Master of Education (M. Ed.)
Department
Institute for Educational Development, Karachi
Abstract
This research study aims to explore the science professionals' perceptions of the science curriculum in Pakistan at Karachi-based educational institutions. All over the world every country needs to provide quality education to its nation according to the global and contextual needs in order to survive and thrive in the future. Countries design educational policies and plans for educational reforms to meet the prevailing social and economical conditions involving all stakeholders to address the requirements of the young generation. Similarly, Pakistan has introduced science curriculum keeping in view the contemporary trends, challenges and needs of the nation but educational policies are designed at the upper level. Local educationists argue that in Pakistan, curriculum is designed at the upper level without involving the teachers and parents. Hence, this research study was undertaken to explore the views of the primary stakeholders the teachers and teacher educators engaged with curriculum implementation. A qualitative case study approach was used to understand and enhance my own understanding about the curriculum in general, and the science curriculum in particular through science professionals' perspectives. The findings of the study suggest that there is a gap between curriculum policy makers and science professionals in developing a relevant curriculum, which is developed at the upper level and does not involve science professionals. As a result, science professionals seem unaware of the national science curriculum and are not able to promote students' holistic development. Moreover, the findings of the research study depict that science professionals' demand of the addition of more contextual and important global content in the science curriculum instead of borrowing curriculum from other countries and communities. In addition, it was also found that there is a gap between the written curriculum document and the taught curriculum. The reason is that most of the content areas are mentioned in the curriculum but it is not described how this should be developed. It shows that there is a lack of involvement of science professionals in the curriculum planning, development and implementation of the science curriculum in the real context. This study recommends conducting a research study on a large scale including all stakeholders such as parents, teachers and students. It also suggests knowing the views of the curriculum policy makers on how they plan, develop and implement the science curriculum. ln addition, this study advocates carrying out a study on what kind of challenges emerge while developing curriculum in Pakistan and why.
Recommended Citation
Mir, H. (2009). Qualitative exploratory study on science professionals' perceptions of the science curriculum in Karachi, Pakistan (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.