Headteachers' understanding on STEAM-based integrated curriculum practice in Nepal
Abstract This study aimed to determine the present status of integrated curriculum (grades 1–3) with experience to support transformative learning practice at the school level. The national and locally prepared curriculum to teach the integrated curriculum with transformative learning theory was rev...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Springer
2023-10-01
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| Series: | Discover Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s44217-023-00056-9 |
| _version_ | 1797630011615739904 |
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| author | Kamal Prasad Koirala NabaRaj Neupane |
| author_facet | Kamal Prasad Koirala NabaRaj Neupane |
| author_sort | Kamal Prasad Koirala |
| collection | DOAJ |
| description | Abstract This study aimed to determine the present status of integrated curriculum (grades 1–3) with experience to support transformative learning practice at the school level. The national and locally prepared curriculum to teach the integrated curriculum with transformative learning theory was reviewed in different contexts. This study followed a critical case study design under a qualitative, transformative, and participatory methodology. This study was conducted in the Gorkha district, selecting the three schools and head teachers. Themes were determined based on observation and interview data. The finding indicates that the revised STEAM-based integrated curriculum tried to provide holistic, transformative learning practice by enhancing students' knowledge, skills and entrepreneurship capacity to culturally diverse students. However, head teachers and other teachers could not successfully develop an enthusiasm for its perfect implication in the school education system. Concrete professional training could support the implication of a newly revised STEAM-based integrated curriculum. |
| first_indexed | 2024-03-11T11:02:00Z |
| format | Article |
| id | doaj.art-3cca7640b3df44c6911010c186487851 |
| institution | Directory Open Access Journal |
| issn | 2731-5525 |
| language | English |
| last_indexed | 2024-03-11T11:02:00Z |
| publishDate | 2023-10-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj.art-3cca7640b3df44c6911010c1864878512023-11-12T12:27:33ZengSpringerDiscover Education2731-55252023-10-012111110.1007/s44217-023-00056-9Headteachers' understanding on STEAM-based integrated curriculum practice in NepalKamal Prasad Koirala0NabaRaj Neupane1Science Education, Tribhuvan UniversityEnglish Education, Tribhuvan UniversityAbstract This study aimed to determine the present status of integrated curriculum (grades 1–3) with experience to support transformative learning practice at the school level. The national and locally prepared curriculum to teach the integrated curriculum with transformative learning theory was reviewed in different contexts. This study followed a critical case study design under a qualitative, transformative, and participatory methodology. This study was conducted in the Gorkha district, selecting the three schools and head teachers. Themes were determined based on observation and interview data. The finding indicates that the revised STEAM-based integrated curriculum tried to provide holistic, transformative learning practice by enhancing students' knowledge, skills and entrepreneurship capacity to culturally diverse students. However, head teachers and other teachers could not successfully develop an enthusiasm for its perfect implication in the school education system. Concrete professional training could support the implication of a newly revised STEAM-based integrated curriculum.https://doi.org/10.1007/s44217-023-00056-9STEAM educationIntegrated curriculumTransformative learningFormative assessment |
| spellingShingle | Kamal Prasad Koirala NabaRaj Neupane Headteachers' understanding on STEAM-based integrated curriculum practice in Nepal Discover Education STEAM education Integrated curriculum Transformative learning Formative assessment |
| title | Headteachers' understanding on STEAM-based integrated curriculum practice in Nepal |
| title_full | Headteachers' understanding on STEAM-based integrated curriculum practice in Nepal |
| title_fullStr | Headteachers' understanding on STEAM-based integrated curriculum practice in Nepal |
| title_full_unstemmed | Headteachers' understanding on STEAM-based integrated curriculum practice in Nepal |
| title_short | Headteachers' understanding on STEAM-based integrated curriculum practice in Nepal |
| title_sort | headteachers understanding on steam based integrated curriculum practice in nepal |
| topic | STEAM education Integrated curriculum Transformative learning Formative assessment |
| url | https://doi.org/10.1007/s44217-023-00056-9 |
| work_keys_str_mv | AT kamalprasadkoirala headteachersunderstandingonsteambasedintegratedcurriculumpracticeinnepal AT nabarajneupane headteachersunderstandingonsteambasedintegratedcurriculumpracticeinnepal |