The purpose of the study was to transforming chemistry learning from the textbooks in the silent classrooms to the school garden through activity-based learning with students' meaningful engagement in collaboration with the science teachers in the community schools in Nepal. This research also aims to clarifying the epistemological gridlocks…

Literature on school education suggests that teaching and learning science in basic level community schools in Nepal is largely theoretical. Consequently, achievement levels and the understanding of concepts of science is much below policy expectations. This paper builds on a shift from dogmatic lecturing to activity-based pedagogy using school…

This article explores the possibilities of the use of eco-san in the school garden in the Nepalese community school, focusing on transformative pedagogical impacts on the social learning environment of the school. In particular, the use of urine as a fertilizer in the school garden through eco-san and linking pedagogical alignment to provide a…