From Curriculum Reform to Classroom Practice: Pilot Implementation of Primary Education Science Curriculum

This study explores stakeholder experiences of a newly developed, competency-oriented primary education science curriculum and accompanying student handbook and workbook in Mongolia. The 17-week pilot during the 2024–2025 academic year involved 548 students in Grades 1–5 and 15 teachers across three schools representing urban, provincial-center, and rural settings. Qualitative evidence came from initial and endline interviews with students (73 and 67 participants), teachers (14 and 15), and parents (63 and 52). Interview records were categorized through qualitative content analysis and summarized as proportions of records mentioning each theme; these proportions are not estimates of participant prevalence or measured learning gains. At endline, interest in lessons and tasks was mentioned in 95.5% of student interview records, difficulty in 68.2%, and both themes together in 65.9%. Teachers reported opportunities for experimentation, observation, and collaboration alongside concerns about complex content, equipment shortages, time, and text suitability. Parents described children’s curiosity and home-based activity while also identifying support needs. The findings highlight a central implementation tension: inquiry activities can engage children while imposing substantial literacy, explanation, and resource demands. The study contributes context-sensitive evidence for revising science learning materials and supporting teachers, without claiming causal effects on achievement.

Keywords: primary science education; curriculum enactment; inquiry-based learning; qualitative content analysis; curriculum piloting; Mongolia.