Exploring and Analysing the Challenges Experienced by Secondary School Science Teachers in India and New Zealand in the Use of Practical and Experimental Approaches to Science Teaching

Abstract

This study explores the challenges teachers face when implementing practical and experimental approaches in secondary science education. It begins with an overview of current literature examining the role of practical work in secondary school classrooms. It then narrows to two different education contexts – India and New Zealand, to explore differences in policy, school resources, teaching practices and curriculum frameworks. The study employs a systematic literature review methodology to critically analyse and compare existing relevant literature on practical science education in both contexts from 2011 to 2026. The thematic analysis identified three themes: the benefits of practical science teaching; resources and infrastructure constraints affecting practical science teaching; and teacher capacity, curriculum and policy support for effective practical science teaching. The finding highlights that practical and experimental science teaching can support students’ conceptual understanding, scientific skills, engagement, motivation, and active learning. However, there are several barriers including limited laboratory facilities, shortages of equipment and funding issues. The findings also show that professional development, teacher confidence, supportive leadership, appropriate curriculum design, and adequate laboratory resources can enable more effective practical teaching. The findings also highlight differences between India and New Zealand in the educational conditions that shape teachers’ practice.