This study explores the use of Discrepant Event, as an innovative strategy for science teaching. The Discrepant Event is an event that is contrary to the expectations of the learner. This intuition- offending activity raises questions in the minds of the learners and creates a need to know. Through this strategy a teacher can create an atmosphere of inquiry in the science classroom. This study was conducted in three phases: Pre-intervention, Intervention and Post-Intervention. In the Pre- intervention stage I assessed the current knowledge, skills and attitude of six students of class VI, with the help of a semi-structured interview. In the Intervention phase I taught science to the sixth class of a private boys school, using the Discrepant Event as a teaching strategy, while introducing selective process skills like prediction, observation and explanation. In the Post-intervention stage I assessed progress in three areas: conceptual understanding, skills development and attitudinal change in the six boys. During the Intervention stage I had two roles, that of a teacher and a researcher. I found this aspect of my study, particularly challenging. Data were collected from different sources and different methods to ensure better reliability. Data analysis was done in two ways: analysis in the field and analysis after the field work. I found that the students who previously did not have a very clear idea of common science concepts like air occupies space' and air exerts pressure' had a better and deeper understanding of these concepts because of the teaching conducted with the help of selected Discrepant Events. I found Discrepant Event a very useful and motivating strategy. However, it was time-consuming and difficult to implement. I had difficulty in developing events suited to the learning needs of the students. Students became proficient in their skills of observations, prediction and explanation, but the development of these skills was very context-bound and I could not ascertain whether they would be transferable to other situations. However, repetition seemed to help in developing the observation skills. I also found that through discrepancy a teacher can identify students' alternative ideas about science concepts. Discrepant Events not only made classes interesting and student-centered but were also useful for developing an understanding of science concepts.
ڈاکٹر عبدالمنا ن چیمہ شہر ِ اقبال سیالکوٹ میں پیدا ہوئے ۔انتہائی محنت اور لگن سے اپنی ابتدائی تعلیم شہر اقبال سیالکوٹ میں مکمل کرنے کے بعد عملی زندگی کا سفر شروع کیا ۔بعدازاں اعلیٰ تعلیم کے شوق اور حصول کے لئے برادر عبدالمنان چیمہ نے یونیورسٹی آف سرگودھا کا انتخاب کیا۔2010ء میں ایم فل میں داخلہ کے لئےشاہینوں کے شہر سرگودھا کا رخ کیا۔ایم فل کے بعد 2014ء میں جامعہ سرگودھا میں پی ایچ ڈی میں داخلہ لیا۔ ڈاکٹر عبدالمنان چیمہ نے 2022ء میں "اسلام میں قدرتی وسائل و ذرائع کا تحفط اور استعمال کے اصول و آداب" کے عنوان پر میری نگرانی میں ایک انتہائی خوبصورت اور جاندار لکھ کر ڈاکٹر یٹ کی ڈگری حاصل کی ۔یہ مقالہ اپنے موضوع اورمواد کے حوالے سے انتہائی اہمیت اور انفرادیت کا حامل ہے۔انسانی زندگی کےلئے حیوانات ،نباتات اور معدنیات جیسوں وسائل کی مثلث کا پایا جانا انتہائی ناگزیر ہے۔ان کا استعمالات میں اسراف نہیں ہونا چاہئے ۔(وَّكُلُوْا وَاشْرَبُوْا وَلَا تُسْرِفُوْا-)،اللہ تعالیٰ نے تمام جانداروں کو پانی سے پیدا کیا۔( وَجَعَلْنَا مِنَ الْمَاءِ كُلَّ شَيْءٍ حَيٍّ۔القرآن)
یہ بات میرے لئے انتہائی مسرت اور خوشی کا باعث ہے کہ ڈاکٹر چیمہ نے اپنے مقالہ کو مزید بہتر بناتے ہوئے افادہ عام کے لئے کتابی شکل میں شائع کر دیا ہے۔
کتاب" قدرتی وسائل اور ان کا استعمال: اسلامی اور سائنسی علوم کے تناظر میں" کو نو ابواب میں تقسیم کیا گیا ہے۔ان میں قدرتی وسائل کا تعارف و جماعت بندی ،ماحول کا تحفظ ،آبی وسائل، معدنی وسائل،پہاڑ،قابل تجدید وسائل،نباتاتی وسائل،حیواناتی وسائل اور قدرتی وسائل کے استعمالات اور تحفظ کے اصول و آداب شامل ہیں۔اس دنیا میں ماضی اور حال میں بنی نوع انسانیت نے جتنی جنگوں کا سامنا کیا ہے۔وہ سب انہی وسائل پر قابو...
Ijmāʿ is an important mode of Ijtihād and well known principle of Islamic Sharʿiah. Historically it is evident that incidence of Ijmāʿ )Consensus( restricted only to four Caliphates of Islam only. This Collective Ijtihād and Collective Opinion was actually the decision of the Islamic State followed and obeyed by the all Muslims specially by "Ṣaḥābah" (Companions of the Holy Prophet), this is why it is called Ijmāʿ-e- Ṣaḥābah. These decisions were applicable and binding to all Muslims living elsewhere in the world, because at that time there was centralized ruling system (Khilāfat-e-Wāḥidah). Now Muslim world has split into many states, so every state has its own decision making institutions and hence such Ijtihād and Ijmāʿ, Islamic Legislation Activities should be validated within those states as Ijtihād and Ijmāʿ except issues relevant to general interest as whole human being and all Muslims. In such issues International level consensus of Islamic Jurists would be required. "Ijmāʿ", actually it is the same processes. More over any "Ijmāʿ" held in a time period can be revoked by any new situation in future as per requirement of the time. It is the inevitable demand of dynamism of Islam to correlate it to every need of the time.
The aim of this study is to develop an understanding of how Formative Assessment Classroom Techniques (FACTs) can be used to develop in-depth student learning in selected topics in Grade 9 physics. The study also explored facilitating and challenging factors associated with the usage of the FACTs-based teaching of the context. The study employed action research method within qualitative paradigm. The data collection was carried out in a private higher secondary school over a period of eight weeks. The data were collected through interviews, observations, reflections and pre- and post- intervention student achievement tests. The findings of the study at the pre-intervention stage revealed that there was a lack of opportunities for student’s involvement in classroom activities having an element of FA in it. As a result of intervention, students were exposed to various FACTs through which they would express themselves, articulate their viewpoint and display their understanding of subject matter knowledge. Moreover, a considerable progression was seen in terms of a shift from students’ low participation to high participation; from weak scientific responses to strong scientific responses (oral and written) and from individual work to collaborative work. In addition, a limited scale quantitative analysis of students’ test scores also revealed the positive impact of FACTs-based teaching on students’ in-depth learning. Besides its facilitating factors, the study highlighted some of the challenges faced in the way of implementing FACTs in the classroom. These challenges ranged from time management (FACTs demand more time and efforts), to lack of teachers’ pedagogical knowledge and resources. The conclusions drawn from the findings suggest that teachers who use FACTs in their classroom on routine basis need support and facilitation at different levels. The school management or system needs to create conditions that are conducive to effective and sustained application of FACTs. As policy implication, it is recommended that FACTs should be introduced in the National Curriculum for physics with proper implementation guidelines to make them more practical in classroom teaching.