Abstract
Science classrooms in Nepal are far from real-life connections and are dominated by conventional teaching methodologies which makes classrooms appear monotonous and boring. As a result, interest in science is decreasing day-by-day. In this scenario, the integration of art into science can be a ray of hope as humans, by nature, love art. In this research, I (first author) supported and empowered a group of five science teachers from different community schools in Kathmandu metropolitan city to implement art-based pedagogy in their classrooms. Though initially the teachers were reluctant to adopt art-based pedagogy, with a series of sessions, they designed art-based activities, incorporated them in 5E lesson plans and finally implemented them in their classrooms. They realized that art-based pedagogy increases the students' engagement in science and is also helpful in making the academically below-average students to actively participate in art-based activities which eventually enhances their science learning. As this paper covers my journey as teacher educator who tried to transform the practices of a group of five secondary level science teachers through action research and mentoring models to adopt art-based pedagogy in their science classroom, this will be useful for secondary level science teachers, teacher educators and policy makers.
DOI
10.5642/steam.UFMT7198
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Maharjan, Rabina Ms and Pant, Binod Prasad Dr.
(2026)
"Supporting Teachers to Adopt Art-Based Pedagogy in Grade 10 Science Teaching: An Action Research,"
The Transdisciplinary STEAM+ Journal:
Vol. 6:
Iss.
1, Article 22.
DOI: 10.5642/steam.UFMT7198
Available at:
https://scholarship.claremont.edu/steam/vol6/iss1/22
Author/Artist Bio
Ms. Rabina Maharjan is PhD candidate and visiting faculty at School of Education, Kathmandu University. She has been working with school teachers to transform self and others pedagogically. She is interested in participatory research which creates impacts within the research site. Dr. Binod Prasad Pant is an Assistant Professor and Head at the Department of STEAM Education at Kathmandu University, School of Education, Nepal. Binod has been working with a number of Nepali teachers and teacher educators who examine their lived experiences as students, teachers, and teacher educators. He speaks and writes about pedagogical innovations, integrated learning, authentic assessment, etc. His research interests are in transformative educational research, participatory action research, mathematics education, STEAM Education, and research studies on reflective practices.