A narrative approach to science teaching in Nepal

Making science education socially relevant has been a crucial issue in developing countries like Nepal where science education is strongly tied to the objective of achieving modern economic development, modern technology, and a modern political and social outlook. Currently the poor economic conditions, the problematic curriculum intents, and the social and cultural contexts of education make these goals difficult to achieve. In science education, for example, (partly due to the lack of suitable facilities and laboratory equipment) the teaching of science has remained very much textbook‐bound and remote from students’ and teachers’ lives. In the following paper, we intend to discuss some of these issues related to school education in Nepal and how a narrative approach to science teaching might help to bridge science education with the various contexts out of which students and teachers come to the science classroom.