Teachers’ Understanding of Learners Concerning Subject Science

Science has been influential in our personal and social lives since ancient times. It gained formal recognition in educational institutions, becoming one of the most esteemed fields of study. Historically, it was predominantly practised by privileged white males, documented using exclusive language, and funded by powerful agencies. These circumstances significantly influenced societal dynamics, particularly among those involved in science education. Science not only shaped their perceptions of society but also impacted their interactions, particularly concerning gender dynamics, notably observed in teacher-student relationships within science classrooms. Thus, this paper explores science teachers working in the government school’s perspectives on its essence, its relevance in students' social lives, and its gender implications. They also ponder upon the effect of teachers’ gender on classroom interaction. The data was collected from science teachers (5 males and 5 females) through questionnaires posing open-ended questions. By looking at its conclusion it is safe to say that, this study presents a contrary outlook of male and female teachers on the matter of science learning.