Refining primary textbooks for behaviour change in Bangladesh
DOI:
https://doi.org/10.21344/iartem.v11i1.584Keywords:
social studies, structured pedagogy, low- and middle-income countries (LMICs), BangladeshAbstract
It is not surprising that little is known about the criteria of effective textbooks because they are only one among a complex range of factors that affect teaching and learning. On the other hand, more is known about the potential of structured pedagogy in improving learner experiences and learning outcomes, particularly in low- and middle-income countries (LMICs). In many LMICs, textbooks for subjects such as social studies are often presented as a sequence of comprehension exercises, and fail to model good pedagogy, develop good learning processes and model good student behaviors. This paper is an account of how government primary school social studies textbooks in Bangladesh were revised in order to reflect curricular aims in a clearer, more engaging, and more practical way for classroom conditions in poorly-resourced contexts. The revised textbooks include a structured pedagogy rather than a content-heavy, comprehension-based approach, and thereby aim to better achieve behavior change.
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