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Facilitating Teachers Understanding and Teaching of Critical-Thinking As a Way to Develop Students Political Literacy

Thesis Info

Author

Ovais, Rakshanda

Department

Institute for Educational Development, Karachi

Program

MEd

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2007

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676727934911

Similar


The 21st century is regarded as the age of technology, as it has taken over every field of life including education. One of the challenges of technology is the overflow of information, which requires students to use their critical-thinking skill to select and use relevant information for meaningful purpose. Critical-thinking is one of the important aspects of teaching Social Studies, as it helps in building students' confidence and enables them to apply their critical thinking skill in the real world as politically literate citizens. It not only gives sense of ownership to the learner but also develops in him/her a sense of being a contributing member of the society. Teaching critical-thinking to children is crucial, as it prepares them for taking up an effective role in society as critical and thoughtful citizens. However, while educationists consider critical thinking as the main goal of Social Studies, the teachers remain focused on providing knowledge and information to the students. This practice is the result of teachers' belief system of their role as being transmittors of knowledge and also due to their lack of understanding about the importance of critical thinking and how it is developed. Therefore, this small-scale study investigated whether and how a teacher educator could facilitate a social studies teacher in his/her understanding and teaching of critical thinking as a way to develop political literacy. This Action Research report provides evidences of the current practices through classroom observations and semi- structured interviews. In addition, the researcher and participants both maintained reflective journals, which provided evidences of their thought processes over the period of study. A critical account of the findings revealed that it is possible for a teacher educator to facilitate the teaching of critical thinking. This Action Research study reports some possible strategies for facilitating teachers in gaining an understanding about the notion of critical thinking. The findings of the research depict that the belief system of the teachers takes time to change. Furthermore, the report shows that it is possible to question and challenge the teachers' traditional teaching practices by implementing the relevant strategies that encourage critical thinking in students.
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جنہاں باغاں نوں چھڈ گئے مالی

جنہاں باغاں نوں چھڈ گئے مالی
شاخاں نیں کُرمائیاں ہویاں
قول نبھاون توں نہیں ہٹ دے
قسماں جنھاں چائیاں ہویاں
بندے رناں پچھے لگ گئے
بھائیاں وچ جدائیاں ہویاں
بھکھ تے دکھ نہیں چھپ دے ہر گز
زردیاں منہ تے چھائیاں ہویاں
جتھے حسن تے جوبن ہووے
اوتھے بے وفائیاں ہویاں
مولی دھانے مہنگے ہو گئے
زور دیاں مہنگائیاں ہویاں
حقے وی نیں گھٹ دے جاندے
ایسیاں کج ادائیاں ہویاں

مولانا ثناء اللہ امرتسری كی تفسیر ثنائی كا اجمالی جائزہ

Tafseer-e-Sanai is a briefexagies of Holy Quran which was written by Montana Sana Ullah Amratsari (D: 1 948) . It has eight short volumes but has been separated in two compilations the first one hasfour volumes (1-4) <£ the second one (5-8) has also four volumes. First edition was published in 1313. Hijri & had been completed in 1349 Hijri i. e in 1931. This work was completed in 36 years. First volume ofthis tafseer was published in the life time ofSir Syed Ahmed Khan, but also it was sent to him. That's why in its early volumes, there were so many answers in response to Sir Syed's thoughts. It is worth mentioning that Moulana Amratsari has responded in a good manner to Sir Syed. Moulana was affiliated with the sect of Ahle-Hadees but after attaining the education from different institutions several ofsects like, Darul Uloom Deoband Madarsa-e-Kanpur, (i. e Deobandi & Brailvi) , Moulana had been freedfrom any single sect. He is known as a scholar of Islam, this tafseer is a witness of it. The Style & method of writing Tafseer is very unique that is why its style was adopted by a known scholar, Moulana Ashraf Ali thanvi and Moulana Abdul Qadeer Siddiqi's translation was also inspired by it. The Quranic letters ( are mentioned with meanings in it and 28 translations of are also determined in different places in the beginning ofSurah.

Facies Distribution, Depositional Environments, Provenance and Reservoir Characters of Upper Cretaceous Succession Kirthar Fold Belt Pakistan

Excellent exposures of Upper Cretaceous succession (Campanian-Maastrichtian; Mughal Kot and Pab formations) in the north-south trending Kirthar Fold Belt, Pakistan are studied in detail. The succession is 7 m to 467 m thick in the study area and is comprised of fine to coarse, thin to thick-bedded sandstone with subordinate mudstones and marls. The succession was deposited on west (northwest)-facing passive margin of the Indian Plate. Twelve facies are identified and grouped into nine facies associations, which exhibit that they were formed in two partly coeval depositional systems: the Northern Depositional System and Southern Depositional System. The Northern Depositional System consists of shoreface (upper shelf), shelfal delta lobes (middle shelf) and outer shelf ramp (lower shelf) facies association, formed on a storm and flood dominated, low gradient clastic shelf of Mutti type shelf delta lobes. The Southern Depositional System is characterized by fluviodeltaic deposits in the southeast (proximal) and deep water turbidite sandstones in the northwest, formed in channel-levee and lobes complex within deep slope and basin floor settings. In the Southern system, the Mughal Kot Formation is comprised of basin floor lobes, channel filled sand bodies and base of slope mud rich lobes, whereas, the Pab Formation is comprised of submarine slope fan, channels and levee deposits. The succession was deposited during regression phase as indicated by shallowing upward trend which is evidenced from thickening upward cycles, grain size, bed thickness increase and shallow marine Ranikot Group deposited over the succession. Physiography and tectonic character of Indian Passive margin during its drifting towards north deduce its regional distribution, vertical & lateral sequences and style of sandstone bodies both in northern and southern depositional systems. Sandstones composition and petrography of these two systems are also significantly different. The sediments were supplied to the shallow marine deposits in Northern Depositional System from thermally uplifted Indian shield in the east as evidenced from persistent westward paleocurrent directions. Deep marine turbidite sands were sourced by north-northwest directed density currents. Uppermost parts of the Upper Cretaceous succession in Southern Depositional System contain an appreciable amount of volcanic fragments, which were most probably caused by Deccan Trap volcanism in south-southeast to the studied area. Low K2O/Al2O3 ratio in mudstones, high values of CIA (Chemical Index of Alteration) and SiO2 – Al2O3+K2O+Na2O diagram suggest the initial feldspar deficiency was caused by intense chemical weathering due to warm humid paleoclimatic conditions in source area. Further reduction of feldspar was caused by long transport distance and most effectively by diagenetic dissolution, alteration and replacement. The sandstones have undergone intense and complex diagenetic changes due to framework composition of sandstones, burial depth and thrusting of Bela Ophiolites. The unstable grains like feldspar and lithic volcanic fragments were dissolved considerably and altered to a variety of clay minerals. Compaction, authigenic cementation, dissolution and grain fracturing are important diagenetic events identified. Calcite, quartz, clay minerals and iron oxide are the common authigenic cements. Dissolution and alteration of feldspar and volcanic lithic fragments and pressure solution were the main sources of quartz cements. Mechanical compaction, authigenic cements like calcite and quartz reduced the primary porosity of the sandstones, whereas, dissolution of feldspar and volcanic grains have enhanced and produced secondary porosity up to 15.53% (average 2.77 to 10.61%). Chlorite coating has prevented the quartz cementation, so some microporosity was preserved. Some microporosity in interbooklets of kaolinite is observed.