عیدی
جب لوگ آسمان کی وسعتوں میں
ایک خم دار دھندلی سی لکیر تلاش کر رہے تھے
جو سب کے لیے باعث ِ مسرت تھی
مگر کسے خبر تھی
وہ شام میرے لیے غموں کے طوفان لانے والی ہے
اس لکیر کو دیکھتے ہوئے
میرے تصور میں بھی ایک نقطہ سا پھیلنے لگا
جو ایک مانوس صورت کا روپ دھار رہا تھا
چند قیمتی اذیت دہ لمحات میں ڈھلتی صورت
Allama Usaid-ul-Haq Badayuni (1975-2014) was a great Islamic thinker, researcher and religious scholar. He wrote 14 Islamic books were on academic and research works. 17 books were arranged and prefaced by him. 12 books were translated and reviewed by him. 22 books were completed under his supervision. The book “Quran ki Saainsi Tafseer” (Scientific exegesis of Quran) authored by Allama Usaid-ul-Haq Qadri Badayuni is an educational, scholarly and critically acclaimed masterpiece. A comprehensive explanation and meaning of scientific exegesis are given at the beginning of this book. After that, the opinions of the modem and contemporary scholars regarding the justification and non-justification of the scientific interpretation are presented lucidly. The differences between the Quran and Science and several misinterpretations of the scientific exegesis have also been recorded. The conditions set by Islamic scholars and researchers regarding the justification of scientific exegesis have been explained in the book. This book of Allama Badayuni is a wonderful addition to the chapter of scientific exegesis in terms of research and critics. And this book will be remembered as an academic reference in the history of Indo-Pak. KEYWORDS
The Purpose of this study is to understand how selected data analysis skills are used by Grade VII science students engaged in inquiry-based teaching. The research site in Jubilee Rise (Pseudonym) private school of Karachi. I used a set of three inquiry-based learning activities undertaken in the form of three lessons to help understand the seven selected data analysis skills in the science students. These skills include skills of identifying relevant science concepts from the activity being demonstrated, identifying the procedure that is being followed, predicting what will happen if the procedure is followed, giving a reason for the phenomena at hand, applying previously learnt concepts, suggesting a solution for the "problem" at hand, articulating a conclusion. Data was collected through video recording of the three lessons and by maintaining field notes. The findings show that overall; students made better identification of concept, identifying the procedure, and predicting the process. However, it was seen that while applying previously learnt concepts they manifested a number of misconceptions regarding heat and temperature. Only two students were able to use the skill of suggesting a solution for the "problem" at hand and articulating a conclusion during the inquiry activities. The student showed some improvement in some skills during the three lessons because the praise and encouragement offered to students during this process enhanced their confidence. Secondly, group work helped in collaborative learning by sharing ideas and arguing with the peers led to sharpening of some skills. Additionally, the analyses suggest that teacher should have a pedagogical content knowledge, which helps in reducing misconceptions in students and fulfilling the lacking analysis skills in students during inquiry approach. This study also found that inquiry is an innovative approach for teaching and learning science that could help to understand data analysis skills in students.