Özet:

Participatory action research (PAR) is a methodological stance based on the critical interpretivist philosophy. Classroom-based PAR offers a platform by which science teachers act as co-researchers, can contribute to the cocreation of knowledge and its production through classroom teaching and learning strategies. The purpose of this study is to transform the traditional science classroom pedagogy (chalk and talk approach) into inquiry based science teaching through meaningful students engagement activities in the school garden, hands-on activities by the improvisation of low-cost and no-cost materials and the use of information and communication technology (ICT) in the basic level public school system in Nepal. The research design is the PAR approach that will support for transformative learning. PAR advocates the ideas of critical reflection which means that it helps of being reflexive that helps to co-create the learning to ensure the participation of students, teachers and parents. It also attempts to answer the question: What role can PAR play in facilitating inquiry-oriented learning in the basic level schools in Nepal? It will help policy makers to incorporate inquiry-based pedagogy by the participation of students and teachers.

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