Mr. Kamal Prasad Acharya completed his MPhil in education in 2013 from Faculty of Education, Tribhuvan University. He has degree of MEd science education in 2008 from Tribhuvan University. After graduating in science education from Butwal Multiple Campus, Mr. Acharya was trained as a teacher trainer (TOTs) of school science teachers, and also taught science courses in secondary schools in Nepal.
He has been involving in teaching since 1998 AD and has experience of teaching science from primary to secondary level as well as from +2 level to masters’ level students in different schools and colleges in Nepal. He was also involving in developing curriculum, textbooks and reference materials related to school science education. He has been working as a secondary level science, population, environment and health teacher for more than a decade. He was teaching science at the Academy Bodarding High School, Sagarmatha School, Panga Secondary School, Adarsha Vidya Mandir, and the Excelsior School from 2000 to 2012.
Mr. Acharya joined the Faculty of Education in 2004 as a part time lecturer. Initially he was involved primarily in teaching methods of science teaching to the post graduate level students. Mr. Acharya’s teaching shifted to higher degrees (masters level), and he started teaching methods of science teaching and research methodology to master’s level students. He joined M. Phil. Degree programme in 2011AD and completed his course on time from Tribhuvan University. He was involving a number of research projects. He has been working as a science subject expert at the national assessment of students’ achievement (NASA) in 2008 and 2010. Now he is involved in teaching, teacher training and doing science education based research mainly in the Nepalese context. He is involving of doing research conducted by UNESCO about the cognitive development of students at primary level in Nepal.
Acharya’s main research interests relate to science, health and population education (teaching and learning, curriculum development and doing research especially into science classroom practices). He is especially interested in exploring critical thinking, enquiry and transformative pedagogy in science and health education. His typical research themes include transformative and enquiry based science pedagogy and integrated curriculum development, and constructivist models of learning and the understanding in science and health topics as well as conducting training programmes for the school level students. Based on these themes, Mr. Acharya has published a number of research articles in the national and international peer review research journals.
Currently, Mr. Acharya is a PhD fellow under NORHED fellowship at Graduate School of Education, Tribhuvan University. Following Participatory Action Research, he is to construct contextualized integrated curriculum framework for basic school education of Nepal.