Multi-Strand Stand-Alone Paper Set 2

91 Collaborative Creation of Culture-Infused Chemistry Card Game for an Under-resourced College Students
Hai Vo, Le Duong, Trinh Nguyen, Anh Mai Nguyen, Thuy Nguyen, Hanh Dinh
Strand 11: Cultural, Social, and Gender Issues

In developing countries, the provision of robust tertiary chemical education is pivotal for enhancing living standards and economic growth. However, under-resourced educational systems often grapple with challenges like overcrowded classrooms, limited individual study time, and poorly designed teaching materials. Addressing these challenges, this study explores gamification's potential in chemistry education through the collaborative creation of a culturally-infused chemistry card game, ""Mono-Poly."" This game aims to enhance students' understanding of polymers by integrating local cultural elements in the students' home country, bridging the gap between abstract concepts and real-world applications. The research employed a design-based approach, involving practitioners in developing the game to ensure it reflected students' backgrounds. The study involved video recordings, questionnaires, and interviews with students and teachers to evaluate the game's educational value. Results revealed that ""Mono-Poly"" significantly increased student engagement and motivation, with 92.3% of participants finding the game engaging and effective for learning. The study emphasizes the importance of incorporating local culture into educational materials such as recycling and environmental protection, fostering inclusivity and relatability for students. By bridging language barriers through a bilingual English-Viet format, the game offers a model for creating high-quality educational resources and empowering students in developing regions through meaningful learning experiences.

74 Colonial influence in shaping the science education discourse in Bangladesh
Shamnaz Arifin Mim
Strand 11: Cultural, Social, and Gender Issues

This reviewpaper explores the impact of colonialism on science education discourse in Bangladesh, with a focus on science teaching. It analyzes how colonial interests shaped the types of sciences valued in the region and influenced who had access to scientific pursuits. The colonial portrayal of science as the domain of white men perpetuated discriminatory practices, hindering the development of an inclusive scientific community and perpetuating inequalities, especially for women in science careers. In addition, the Eurocentric perspective overshadowed local practices and indigenous scientific achievements in science curriculum, limiting the understanding of science. By examining these influences, the paper sheds light on the complexities of identity construction among science teachers in Bangladesh and emphasizes the need to acknowledge and confront colonial legacies embedded in science teaching. This analysis sets a foundation for further inquiry into the experiences of women science teachers and the structural forces of colonialism shaping their identity work in Bangladesh.

562 Exploring the Challenges of Implementing Experiential Learning in the Secondary Level Science Curriculum: Teachers Perspective
Anika Arpa, Umme Tithi, MD Baktiar Bulbul
Strand 4: Science Teaching — Middle and High School (Grades 5-12): Characteristics and Strategies

Experiential learning (ExL), defined as the process by which learners build knowledge, skills, and values through direct experience (Jacobs, 1999). This study explores the challenges of implementing ExL in the secondary science curriculum in Bangladesh, focusing on the experiences and perspectives of science teachers. Through a multiple case study approach, the research examines teachers views on ExL, its application in the classroom, and the obstacles they face. Data were gathered from semi-structured interviews with eight teachers, classroom observations, and field notes from four diverse schools across Bangladesh. The findings indicate that while teachers recognize the benefits of ExL for enhancing student engagement and understanding, there is a substantial gap between their theoretical understanding and practical application. Major challenges identified include high teacher-student ratios, inadequate infrastructure, flawed evaluation methods, insufficient teacher training, and limited resources. The study emphasizes the necessity for systemic changes, such as improved evaluation systems, better resource allocation, expanded professional development, and increased collaboration within the education community. Addressing these challenges could lead to more effective ExL practices, ultimately enhancing science education and fostering a more innovative and skilled future workforce. Future research should consider scaling ExL globally, evaluating long-term impacts, and improving teacher training and policy support.

563 Physics Teaching using technology at secondary level: A TPACK perspectives of teachers views and practice
MD Baktiar Alam Bulbul, S M Hafizur Rahman, Anika Tabassum Arpa, Md Shahadat Hossain Khan, Shariar Nafees Chowdhury Raaz, Mehedi Hasan Anik
Strand 12: Technology for Teaching, Learning, and Research

Technological Pedagogical Content Knowledge (TPACK) represents the intersection of pedagogical knowledge (PK), content knowledge (CK), and technology knowledge (TK), framework for integrating technology into classroom teaching. The effectiveness of TPACK in enhancing instructional practices depends on teachers' ability to blend these knowledge domains. However, previous research has indicated that secondary teachers often struggle to incorporate TPACK into their daily teaching routines. This study explored how secondary physics teachers apply TPACK in their teaching practices, with a particular focus on their views and practical implementation in the classroom. Using a mixed-methods parallel convergent design, the study collected quantitative data from 100 secondary physics teachers through structured questionnaires. In qualitative part, four teachers were selected for observation, interviews, and focus group discussions (FGDs) with students were conducted for triangulation the. A significant gap between teachers' perceived TPACK and its actual application were found, because of insufficient tech-infrastructure, inadequate training, and poor coordination. Notable differences found based on gender, professional qualifications, and teaching experience. These findings highlight the need for targeted interventions, including enhanced teacher training, improved technological infrastructure, and better leadership to support TPACK integration. Further research could expand on these findings by exploring STEM education and cross-cultural contexts to deepen understanding.

444 Harnessing the Power of Culturo-Techno-Contextual Approach plus to Transform Students' Perspectives on Food, Nutrition, & Metabolism
Agyemang Okyere Darko, Peter Okebukola, Franklin Onowugbeda
Strand 4: Science Teaching — Middle and High School (Grades 5-12): Characteristics and Strategies

This study investigates the effectiveness of the Culturo-Techno-Contextual Approach Plus (CTCA Plus) in enhancing students' attitudes towards key biological concepts, specifically food, nutrition, and metabolism. Despite efforts to improve science education, students' engagement in biology especially at the senior high school level, remains challenging due to a lack of interest. CTCA Plus addresses this by integrating cultural relevance, technological tools, contextual learning, and motivational rewards to create a more engaging learning environment for students. The research used a mixed-method design, involving 91 students from two public senior high schools in Accra, Ghana. The students were divided into experimental and control groups, with the experimental group receiving CTCA Plus instruction and the control group taught through traditional lectures. Data was collected using the Food, Nutrition, and Metabolism Attitude Questionnaire (FNMAQ) and student perception interviews. The results showed a statistically significant improvement in the attitudes of students taught with CTCA Plus compared to the traditional method [F (1, 88) = 185.50; p = .000]. The experimental group developed more favorable attitudes, confirming the effectiveness of CTCA Plus in promoting a positive and culturally resonant learning environment.

558 Secondary Level Physics Teachers' Collaborative Practices and Challenges to Promote Scientific Literacy
Shahriar Nafees Chowdhury Raaz, S M Hafizur Rahman, Mehedi Hasan Anik, Md Baktiar Alam Bulbul
Strand 2: Science Learning: Contexts, Characteristics and Interactions

Scientific literacy enables individuals to make informed decisions by applying scientific knowledge to their daily lives. However, the promotion of scientific literacy by secondary science teachers is not up to the mark. This study therefore aims to investigate the secondary-level physics teachers' collaborative practices and challenges to promote scientific literacy. Two questions are selected according to the purpose of the study where the focuses of the research questions are engagement and challenges faced by the participants. The study uses a qualitative basic interpretative design where 10 secondary physics teachers are selected as the sample and both purposive and convenience sampling techniques are used. The data have been collected through semi-structured interviews where thematic analysis techniques have been followed. The study findings reflect that secondary physics teachers can enhance scientific literacy promotion through collaboration, despite challenges like time constraints, hesitancy, and a lack of trust in engaging in collaborative practices. The study's implications extend to secondary-level physics teachers as the primary audience, while also benefiting primary, secondary, and higher-level teachers, school authorities, and policymakers.