Contextualized approach in teaching Chemistry: The perspectives and practices of teachers and students

Implementing contextualized approach in teaching chemistry is mandatory in Bhutan as per the science curriculum framework, 2012. However, it serves its purpose, only if it is effectively implemented in the real classroom situation. Hence, this case study explored the current trend of contextualized approach in teaching class IX chemistry in one of the schools of Zhemgang Dzongkhag. Data were collected through semi-structured interview, classroom observations and document analysis. Three chemistry teachers and seven students were selected as participants through purposive sampling method. The study found that all the teachers and students preferred contextualized approach as it significantly impacts in enhancing the students’ motivation and meaningful learning of chemistry. Further, the study revealed that the contextualized instructional strategies are featured by enriched real life examples and applications, hands-on-learning and experiential learning activities. Despite the positive attitude towards contextualized approach, the study confirmed that the contextualized approach is minimally implemented in teaching class IX chemistry, owing to the impeding factors such as decontextualized chemistry curriculum content, inadequate resources, time constraint, and lack of adequate pedagogical knowledge and skills in contextualizing the lesson. Therefore, the need of revisiting on the current chemistry curriculum in terms of contextualization for class IX chemistry is suggested. In addition, the study recommends class IX chemistry teachers to strive towards achieving competency in all aspects of contextualized approach.