Constructive Alignment in Primary Science Teaching Practice Towards Inquiry and its Effect on Developing Curriculum Document

Abstract

It is very essential to maintain the alignment among the intended learning outcomes (ILOs), learning activities (LAs), and assessment (As) for effective teaching-learning. However, it is a common question among the stakeholders about the existing alignment in primary science teaching practice toward inquiry in Bangladesh. The study explored the constructive alignment of ILOs, LAs, and As in primary science teaching practice toward inquiry. The study also explored the effects of existing constructive alignment in developing the curriculum document. Within the qualitative framework, a case study approach was applied purposively, focusing on the primary science teachers of rural and urban (who teach science). Each case was considered with three concerned stakeholders (Assistant Upazila Education officer, instructors of Upazila Resource Center, and Primary Teachers Training Institute) and the concerned primary students. Primary science textbooks, teacher’s editions, and assessment guide; primary science examination questions were also the sample. Data collected from lesson observation, semistructured interviews, in-depth interviews, document analysis, and focus group discussion were

analyzed by qualitative content analysis and thematic analysis.

The findings indicated that in the primary science teaching practice of Bangladesh, constructive alignment does not exist in ILOs, LAs and As. Specifically, findings showed that teachers and concerned stakeholders have somewhat comprehension of ILOs, LAs, and As, with some challenges which were reflected in classroom practice. Mostly, curriculum documents somewhat addressed the information of ILOs, LAs, and As. The findings found that the existing status of concerned stakeholders’ comprehension of the components of constructive alignment matches the existing status of the curriculum documents. Finally, the study revealed that concerned stakeholders’ comprehension may effect the development of curriculum documents. The findings of the existing alignment in primary science teaching practice and its effect on developing curriculum documents, carry implications for the Ministry of Primary and Mass Education, curriculum developers, policymakers, National Curriculum and Textbook Boards to evaluate the different aspects of the education system and take into account for improvement accordingly to have skilled citizen further. The findings provide knowledge to the literature which will help curriculum developers, textbooks, and teacher’s edition writers to develop curriculum documents and researchers for further research on educational settings.