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Reorienting pedagogical approaches through entrepreneurship: learning science through mushroom farming in the public schools in Nepal.

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Title: Reorienting pedagogical approaches through entrepreneurship: learning science through mushroom farming in the public schools in Nepal.
Authors: Acharya, Kamal Prasad1 (AUTHOR) kamalacharya@tucded.edu.np
Source: Cultural Studies of Science Education. Jun2025, Vol. 20 Issue 1, p99-113. 15p.
Subject Terms: *Student engagement, *Fifth grade (Education), *Community schools, Low-income parents, Agriculture
Abstract: The study explores the students' engagement in the school garden through mushroom farming resulting in reorienting science pedagogy. It particularly reconnoiters the interconnection between entrepreneurship skills through mushroom farming and the pedagogy for the basic-level public schools of Nepal. Also, the study explores the science pedagogical approaches to contextualized teaching and learning for sustainable education for a new good life. A qualitative research approach was employed. Purposive sampling was used to select the schools. The qualitative data were collected through 18 in-depth interviews, nine focus group discussions, and reflective journals, and were analyzed using the Atlas-ti software. The participants were students from grades five to eight, science teachers, and parents from the 18 sampled community schools lpin Nepal. The findings of the study show that the public schools' students, parents, and teachers engaged actively in mushroom farming in the school; connected activities with the science curriculum, and enjoyed learning by earning. The contribution of this study chiefly lies in making a good life for economically poor parents by transmitting knowledge of mushroom farming from community schools. Based on the study, it is recommended that the Ministry of Education, Nepal Government should formulate policies regarding entrepreneurship culture in the school to reorient science pedagogy by connecting local culture. [ABSTRACT FROM AUTHOR]
Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The study explores the students' engagement in the school garden through mushroom farming resulting in reorienting science pedagogy. It particularly reconnoiters the interconnection between entrepreneurship skills through mushroom farming and the pedagogy for the basic-level public schools of Nepal. Also, the study explores the science pedagogical approaches to contextualized teaching and learning for sustainable education for a new good life. A qualitative research approach was employed. Purposive sampling was used to select the schools. The qualitative data were collected through 18 in-depth interviews, nine focus group discussions, and reflective journals, and were analyzed using the Atlas-ti software. The participants were students from grades five to eight, science teachers, and parents from the 18 sampled community schools lpin Nepal. The findings of the study show that the public schools' students, parents, and teachers engaged actively in mushroom farming in the school; connected activities with the science curriculum, and enjoyed learning by earning. The contribution of this study chiefly lies in making a good life for economically poor parents by transmitting knowledge of mushroom farming from community schools. Based on the study, it is recommended that the Ministry of Education, Nepal Government should formulate policies regarding entrepreneurship culture in the school to reorient science pedagogy by connecting local culture. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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