Affiliation:
1. School of Education, Kathmandu University, Nepal
2. Norwegian University of Life Sciences, Norway
Abstract
The first author conducted participatory action research (PAR) with schoolteachers to design STEAM-based pedagogical approaches in two of the schools in a rural part of Nepal. This study's initial objective was to investigate innovative pedagogy contributing to improved teacher and student performance. The authors collaborated with schoolteachers and to develop integrated projects for students. The entire endeavor went on for three cycles and took approximately three years on the research site to complete. The fieldwork was initiated prior to COVID-19, in February 2019, and proceeded throughout COVID-19 and beyond. In the first cycle, inquiry-based approaches were used, in the second cycle, integrated projects were developed and implemented, and in the third cycle, the STEAM approach was initiated through several real-world projects (such as save the species). This book chapter discusses how the authors devised and implemented the ‘Save the Species' project in the third cycle with a short synopsis of the first and second cycles.
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