Abstract

This article explores the practices and challenges of science teachers for activity-based teaching and learning in public schools in Nepal. It also examines science teachers' practices and challengesin action-oriented science teaching and learning. A qualitative research design is used in this study. For this, I purposefully selected three teachers teaching science at high school for more than fifteen years. Data are collected using in-depth interviews with audio recordings. Narrative analysis was also done in this study. The finding shows very little practice of activity-based science teaching and learning in public schools in Nepal. Also, it is found that there is a shortage of training for action-oriented teaching and learning. It is believed that activity-based teaching and learning are essential to transform traditional methods into innovative ideas. Among other things, this research contributes to improving education by overcoming challenges faced by science teachers in their classrooms. Based on the findings of this study, it is recommendedthat science teachers change mindsets by including hands-on activities to develop scientific outlooks and behavioral changes. This study paves the way for further research on how activity-based teaching can be used to contextualize science teaching by addressing the challenges faced by teachers.