This paper focuses on science teaching learning practices in a culturally diverse classroom of a Nepalese public secondary level science teacher who was purposefully selected. I focus on how science teaching in this science teacher’s classroom is interactive, creative, collaborative and inclusive. Additionally, I explain how the school environment can create and extend multicultural science knowledge. A 50-min in-depth interview was conducted and transcribed, as well as observations of his classroom activities of science teaching which were noted in a diary. Transcribed interviews and classroom observation notes were translated into English and coded by me. All data were analyzed indicating that the secondary science teacher’s efforts were not found to be culturally relevant as his efforts were affected by pedagogical, environmental and institutional problems. A heavy emphasis on the national science curriculum is destroying teacher’s teaching style in a culturally diverse classroom. This article calls for the participation of other school science teachers, other group teachers, women participation and the importance of inclusion of different cultural students’ voices in science teaching.

本文重点研究了尼泊尔公共中学科学老师的文化多元化课堂上的科学教学学习实践，该老师是有意选拔的。我专注于该科学老师教室中的科学教学是如何互动，创造性，协作性和包容性的。另外，我解释了学校环境如何创建和扩展多元文化科学知识。进行了50分钟的深度访谈，并进行了转录，并在日记中记录了他对科学教学的课堂活动的观察。笔录的访谈和课堂观察笔记被翻译成英文，并由我编码。所有数据均经过分析，表明中学理科老师的工作与文化无关，因为他的工作受到教学法的影响，环境和体制问题。对国家科学课程的高度重视正在破坏一个文化多元的教室中教师的教学风格。本文呼吁其他学校理科教师，其他小组教师的参与，妇女的参与以及在科学教学中纳入不同文化学生的声音的重要性。