Group Work in Primary Science Classes: Teachers’ Knowledge, Attitude, Practice and Challenges

Abstract

Learning in groups is a well-established pedagogical practice for science as it helps to enhance students‟ achievement and socialization. National curriculum of Bangladesh puts a lot of emphasis on group work for science teaching-learning, however, teachers are still struggling to implement this strategy in class. Hence this study focused on understanding the present situation of using group work at primary level from the teachers‟ perspective to identify ways for proper implementation of group work in Bangladesh. To meet this purpose, teacher‟s knowledge, attitude, practice of group work and the challenges faced by them while conducting group work were explored. A multiple case study framework was adopted here. As the research questions demanded both, qualitative and quantitative data; sequential exploratory mixed method research design was followed. Six primary school science teachers from one district in the rural area and one district in the urban area were selected through maximal variation sampling. A lesson observation schedule and a semi-structured interview were used to gather the qualitative data. Quantitative data was collected through a Likert scale questionnaire. Data for the rural and urban cases were analyzed through thematic and descriptive analysis. Overall findings were then drawn. Current practice of group work in rural and urban contexts is somewhat similar except for the fact that group work is less practiced in rural areas. This study claims that primary science teachers of Bangladesh have adequate knowledge to plan and conduct group work and their attitude towards this teaching strategy is positive. However, more training and information regarding the group formation, keeping the discussions student-centered and assessment of groups‟ work is required to improve teachers‟ practice of group work. Large number of students, time constraint, inattentiveness, workload and lack of infrastructural support are some of the challenges which hinder the implementation of group work. Findings of this study have implications for the primary teacher educators and teachers to address the challenges. Teacher educators can consider including training on the process of co-construction of knowledge and assessment of group work. Explaining the group work skills to students and using local resources can be practiced by the teachers in order to improve the implementation of group work.