انواع کتب حدیث: لفظی و معنوی موزونیت

The obeisance of Holy Prophet (S. A. W) is the path of forgiveness and essential component of faith. Therefore, the series of preservations of, (RA) Sahabah by continued is (صلى الله عليه وسلم) Prophet Holy of actions and sayings the followers of Ṣaḥābah and Scholars of the Ummah. For worldly and eternal saving, disciplined efforts were carried out in order to preserve this series. This methodology of preservation with extreme care and technique is exemplary. The process for collection of Hadith was initiated and shaped into books and volumes. It is due to the dignified status of Hadith that Allah created such individuals who preserved the sayings of Holy Prophet (ﷺ) with religious fervor, zeal, honesty and great care. In this article meaningful analysis has been given for such important terminologies which convey technically internal characteristics of the series of books and are a great source of literary beauty. In this connection, terminologies and their meanings represent reflection of each other. The basis of these terminologies is not only on estimated ideas but on the literary and intellectual facts. These are not only according to the time and age but also historical and geographical according to the need of hour and circumstances. From Muḥaddithīn’s point of view, these collections have certain benefits and purposes due to which they kept naming them. The brief, simple and understandable words of terminologies are common; however, their purpose is not common. It is distinguished and extra ordinary. The words used in terminologies are not special but purpose is not to express application. Their contextual meaning is taken under consideration instead of the literal one.

Understanding Inquiry Teaching in a Biology Classroom at the Secondary Level in a Private School in Karachi

The most common method of teaching genetics in Pakistani schools is through lecturing. This kind of teaching does not help students to gain in-depth understanding of the subject matter as a result students understand the subject matter at ‘knowledge’ level but not at ‘understanding’ and ‘application’ levels. The purpose of this action research was to improve students’ conceptual understanding of genetics by teaching it through inquiry method. Three cycles of action-research were carried out to teach five lessons over a six-week period. Each cycle consisted of two teaching lessons except the last one which consisted of one teaching lesson. A summative assessment was conducted at the end of the teaching to assess students’ learning in genetics. Data was collected at three stages of the study which included: pre-intervention, during intervention, and post intervention. In the pre-intervention (reconnaissance) stage, data was collected by using semi-structured interviews and classroom observations to explore the existing teaching learning process. During the intervention stage, the data was collected through observations and photography of teaching and aids used. In the post-intervention stage, data was collected by using the semi-structured interviews, both formal and informal talks with the research participants, and summative assessment of students. The findings from the study indicated that structured-inquiry based teaching helped students to conceptualize the genetic concepts at ‘knowledge’ level. However, they learn few genetic concepts at ‘understanding’ level. Summative test also shows that they did not demonstrate learning at the ‘application’ level. Initially, students showed difficulty in conducting and conceptualizing the inquiry activities but gradually they showed less difficulty when they become more acquainted with inquiry learning.