خواتین کی معاشرتی حیثیت: سیرت النبیﷺ اور عصری تحدیات

Before Islam, women were victims of slavery, humiliation, oppression, and exploitation. Islam came and liberated women from slavery, humiliation, oppression, and exploitation. Islam abolished all the evil customs which were against the human dignity of women and gave them the rights which they deserved. The Prophet (peace and blessings of Allah be upon him) endowed women with their rightful status and human dignity on both social and domestic levels. In the light of Islamic teachings, men and women have equal status as human beings. In that sense, no one is superior to another. Just as Islam calls men honorable and respectable, so too in the eyes of Islam women are honorable and have an important role to play in society. The biography of the Holy Prophet is a beacon for us. He proved by his practical life that a woman is pitiable and respectable in respect of mother, daughter, sister, wife, and other relationships. In Arab society, he proved by raising her four daughters that a woman is also a human being, therefore, she should also be given rights. The Prophet (peace and blessings of Allah be upon him) has left out such enlightening teachings on women's social rights that by following them, women can be granted their social rights. But even today, women are being deprived of many of their social rights. There is a need to bring the social issues of women before the society in the light of Sīrat-un-Nabī. Also mention the restrictions facing women in the present. The question arises, what is the social status of women in the light of Sīrat-un-Nabī? And what are the challenges facing women today? This article is written to answer these questions. In pre-Islamic society, women were not given any importance or status in any relationship. Socially, women's rights were completely taken away and some Arab families did not even have the right to live.

The Use of Students Prior Knowledge in Science Teaching

The purpose of this study was to explore the feasibility of eliciting students prior knowledge in elementary science teaching, using a variety of innovative teaching activities and strategies. The study was conducted in a government school in Karachi and the data was collected in three stages: pre-intervention, intervention and post-intervention stages. Several theories of teaching and learning structures have been described in the literature, which emphasize the importance of eliciting students' ideas and prior knowledge as a primary step in teaching science. Elicitation is intended to initiate students to construct their own meanings and theories in science. Mentoring was used to provide support and guidance to the teacher in adopting a variety of innovative teaching strategies and activities to elicit students' prior knowledge and ideas in the class. The study findings support that eliciting students' prior knowledge in the class places students in a more responsible position for their learning. This study increased student confidence, enthusiasm and curiosity in the learning of science. Practicing sharing ideas with the teacher, and with one another in the class, led students to a greater understanding of the scientific concepts. The classroom teacher, also benefited by learning the innovative teaching strategies (brainstorming, mind mapping and the use of discrepancies) and changing her notions and perceptions about students' learning, through eliciting student ideas in science teaching. Eliciting students' prior knowledge may help students to better relate or compare their ideas with the scientific explanations and to enhance their own understanding of science concepts. She found the selective strategies used during the study, very useful and valuable means to involve students in the exploration of their prior knowledge. Overall, the study found that the elicitation of students' prior knowledge at the lower secondary level is feasible in science teaching, within the many constraints of the government system.