Interactive and Collaborative Pedagogical Strategies for Teaching General Science at Middle Level: Comparing the Single National Curriculum (2022) and National Curriculum (2006)

Abstract

This study examines the interactive and collaborative pedagogical strategies recommended for teaching General Science at the middle level (Class 6) in Pakistan's Single National Curriculum (2022) and National Curriculum (2006). This research also explores how these strategies are reflected and implemented in the textbook of grade 6 General Science. Qualitative research design was used with qualitative content analysis as the primary method to systematically analyze both curriculum frameworks and their aligned textbooks. Comparative analysis was then done to identify similarities, differences and shifts in pedagogical emphasis across the two curricula. Purposive sampling was used for the selection of documents, including the SNC 2022, NC 2006 and class 6 General Science textbook published by the Punjab Curriculum and Textbook Board. The findings highlight that the SNC 2022 incorporates a wider range of interactive and collaborative pedagogical strategies as compared to the NC 2006. The NC (2006) includes eight strategies, i.e., traditional, teacher-centred approaches with limited collaborative opportunities, but the SNC (2022) incorporates 19 interactive and student-centred strategies, including critical thinking, creative thinking, collaboration, communication, simulations, games and model making. The SNC (2022) textbook, however, reflects 18 strategies, including both traditional and innovative approaches, promoting active learning, creativity, and teamwork. Overall, the SNC (2022) provides a broader, more comprehensive set of interactive and collaborative strategies for teaching science at the middle level.