📄 Abstract
Ethnopedagogy has emerged as a key framework for rethinking science education in culturally diverse societies. Ethnopedagogy approach is particularly useful in science teaching as many of the scientific concepts are already embedded in the local practices of the indigenous people related to their food, ecology, health, weather prediction, agriculture, crafts etc. However, majority of the studies related to ethnopedagogy and science education focused on the learning outcomes, engagement, scientific literacy of the students and only a few studies paid attention to how that knowledge is transected by the in-service teachers and the issues associated with it. Therefore, in this paper an attempt has been made to explore the challenges faced by the in-service teachers in the implementation of ethnopedagogy and the supports that can be given to them in order for them to make learning more culturally imbedded and interesting. Ethnographic fieldwork was used to collect the data from Pushparajgarh Tehsil of Amarkantak region in Annuppur district of Madhya Pradesh. The sample consisted of twelve science teachers from two higher secondary and two secondary schools of Amarkantak region. The data was collected using interpretive paradigm and narrative inquiry method. The study reveals that while in-service science teachers are genuinely interested in ethnopedagogy and already use local examples in intuitive ways, they lack formal understanding, suitable resources and adequate time to integrate local knowledge systematically with science concepts.
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📚 How to Cite:
Surabhi Pradhan, Prof. Gyanendra Kumar Rout , ETHNOPEDAGOGY IN THE SCIENCE CLASSROOM: CHALLENGES AND SUPPORTS FOR IN-SERVICE TEACHERS , Volume 12 , Issue 6, June 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 107 - 110 , DOI: https://doi.org/10.36713/epra28240