Teachers’ experiences of learning science: A case of autobiographical reflection

This paper analyzes the experience of learning science in school of 34 teachers enrolled in a science methods course in the M.Ed. programme offered by the Aga Khan University, Pakistan. The participants were expected to write their reflections after recalling their experience of learning science in school. The findings reveal that the majority of teachers recalled negative experiences of learning science and that the teaching style of their teachers influenced the way they feel about science even to this day. It follows that if teachers are helped to recall their own experience of learning science in the classroom, it opens the doors to conscious reflection and realization of some of the methods of teaching that they use in their own classroom.