نعت
مجھ پر نزولِ رحمتِ شاہِ امم ہوا
جب سے عطا مدینہ کے شہؐ کا علم ہوا
بزمِ سخن کی ابتدا ذکرِ حبیبؐ سے
صد شکر مجھ پہ شاہ کا کیسا کرم ہوا
طیبہ کی آب و گِل سے میں تاوقت دور ہوں
اے کاتبِ نصیب! یہ کیسا ستم ہوا
مجھ خانماں خراب سے جو نعت ہو گئی
مجھ کو لگا کہ دوسرا میرا جنم ہوا
تیری بلائیں لیتے ہیں تا آدم و مسیح
تیری ہی نسلِ پاک کا جاری علم ہوا
آخر میں اذن پا کے جنابِ رسولؐ سے
کہتی ہے یہ فضاؔ کہ مبارک قلم ہوا
Pendidikan yang semula dengan metode tatap muka di lembaga pendidikan, kini diubah menjadi pembelajaran daring/online dan dilaksanakan dari rumah masing-masing untuk mencegah dan menanggulangi penyebaran virus COVID-19 ini. Kebijakan tersebut berlaku bagi semua jenjang pendidikan baik dari tingkat PAUD hingga tingkat perguruan tinggi. Hal tersebut menimbulkan banyak problematika khususnya pelaksanaan pembelajaran bagi anak usia dini. Pembelajaran dengan menggunakan sistem daring ataupun sistem online ini masih mengalami banyak problematika dalam penerapannya, karena anak tidak dapat belajar sendiri tanpa pendampingan dari orang tua. Dalam mendorong kualitas pembelajaran pada Anak Usia Dini perlu kerjasama dan dukungan orang tua. Orang tua menjadi salah satu pihak yang bertanggung jawab dalam keberlangsungan pendidikan anak usia dini di masa covid-19. Pengasuhan positif, penyediaan lingkungan belajar yang memadai, dan sumber belajar yang relevan akan sangat membantu anak usia dini dalam menjalani masa transisi menuju era new normal. Oleh karena itu, komunikasi antara guru dan orang tua harus berjalan dengan baik. Kebijakan pemerintah tentang belajar dari rumah tidak serta merta membuat guru melepaskan tugasnya dalam memberikan pendidikan kepada anak usia dini. Justru hal tersebut menuntut guru untuk meningkatkan kompetensinya dalam melakukan pembelajaran jarak jauh dan tetap menilai perkembangan anak berdasarkan laporan kegiatan dari para orang tua.
Science is not a basket of facts and principles. It is an ever-growing, ever-expanding and ever-changing body of knowledge. It provides useful methods of exploring the unknown secrets of nature. Because of its distinctive spirit and nature, science demands the learner to be skeptical and challenge it. For several reasons, in the Pakistani middle school science classroom, the teaching-learning standard is not satisfactory. In the middle schools, the expository method is pre-dominantly used by science teachers. This traditional teaching method emphasizes the practice of transmission of information just to meet the needs of the examination system. It ignores the fact that knowledge often emerges from problems and scientific thinking. Therefore, there is a genuine need that current methods and strategies for science teaching should be reversed or modified and more innovative teaching approaches should be introduced in the middle school science classrooms. In relation to teaching for conceptual understanding of primary, middle and secondary school science content, research literature has come up with a wide variety of teaching techniques, methods and approaches, such as problem solving, discovery, investigation, and inquiry. For this study, one of the innovative teaching methods Inquiry Approach' was selected. The Inquiry Approach is a powerful means of seeking deeper understanding in the scientific concepts and it emphasizes process-oriented classroom activity and provides ample opportunities to the children for realizing the process objective of science teaching and learning. The study focused on the possibilities and limitations associated with the use of the Inquiry Approach in Pakistani middle school science classrooms. The study employed a qualitative mode of research and was carried out in one of the private middle schools located in Karachi with two science teachers of different academic background and experience. Interviews and observations were relied on as major data sources. As a result of the qualitative analysis of the data, the study has come up with some findings related to possibilities and limitations associated with the use of the Inquiry Approach. One of the significant possibilities was the positive response to teaching through an Inquiry Approach. The second possibility worth mentioning possibility was the ability to develop knowledge and skills about using Inquiry Approach in the science classroom.