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Integration of Science, Technology and Society Sts Approach in Teaching Chemistry at Higher Secondary Level

Thesis Info

Author

Jessani, Shairose Irfan

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

1676727955387

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There has been a continuous debate in shifting emphasis of science education for attaining the goal of scientific literacy (Hodson, 2003). Over the past 30-40 years, science educators felt a need for having a more context-based approach of science education in order to make it relevant, significant, and interesting for students. Science-Technology-Society (STS) is one of those context-based approaches, getting high acceptance and popularity due to its nature and outcomes. Many scholars have argued for the inclusion of STS issues in science curriculum (Aikenhead, 1994b; Hodson, 2003; Wei & Thomas, 2005; Yager, 1995b). This study aimed to see the possibilities and challenges of STS integration in chemistry curriculum at the higher secondary level. To meet this need, an action research method was adopted to understand STS implementation in the context. During a seven- week study, two action cycles based on Dass's (2005) inquiry model were carried out with a class of grade XI pre-engineering students. Data were collected through observation, reflective journals, students' informal talk, focus group interviews and document analysis, students' reflections, textbook, and students' work sample. Through this study, I have tried to point out that innovation in classroom practices can be done with the existing science education through STS integration. The study partly supports the intention and reveals that my positive attitude and STS features like practical nature of tasks acted as catalysts for this integration, as these influenced the students' willingness to learn through this approach. However, the study also shows that the successful application of STS approach in chemistry classroom needs support in terms of teacher's skill, resource availability, assessment reform, and having a flexible chemistry curriculum. This study implies that STS is not a slogan but carries substantial meanings for science education. Significance of this study lays in its findings, which reflect the possibilities and acceptance of STS science approach in terms of teachers' and students' attitude, availability of resources, and management support. The study raises the need of changes in different areas including curriculum, assessment and teacher education programs, and also opens the door for future research in these areas within the context of STS approach.
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شاعر صدیقی کی متفرق شاعری

شاعرؔ صدیقی کی متفرق شاعری
حمد
یہ شعری ادب کی وہ صنفِ سخن ہے جس میں اللہ تعالیٰ کی تعریف بیان کی جائے ۔عطاء الرحمٰن نوری اپنی کتاب ’’اْردو اصناف ادب‘‘ میں حمد کی تعریف کرتے ہوئییوں لکھتیہیں:
’’حمد ایک عربی لفظ ہے جس کے معنی ’’تعریف‘‘ کے ہے۔اللہ کی تعریف میں کہی جانے والی نظم کو’’حمد‘‘کہتے ہیں‘‘(۱)
اردو کی دیگر اصنافِ سخن میں حمد کو بہت اہمیت حاصل ہے۔ حمد کا تعلق چوں کہ براہِ راست اللہ تعالیٰ کی ذاتِ گرامی سے ہے اس لیے اردو زبان کے شعرا نے حمد کو بڑی اہمیت دی ہے۔ اردو کے دیگر شعرا کی طرح شاعرؔ صدیقی نے بھی حمدیہ شاعری کی ہے۔ اُن کی حمدیہ شاعری اْن کی مذہبی عقیدت مندی اورجذبات کی عکاسی کرتی ہے۔اگر چہ اْن کا حمدیہ کلام اتنا زیادہ نہیں ہے تاہم جوبھی ہے وہ معیار کے لحاظ اپنی مثال آپ ہے۔شاعرؔنے خالق حقیقی کی ثنا وتوصیف بیان کرنے میں ہنر مندی کے ساتھ ساتھ اپنے عجز اور انکساری کا مظاہر ہ بھی کیا ہے۔شاعرؔکے حمدیہ اشعار خالق کائنات پرکامل یقین واعتماد کے مظہر ہیں۔ اْنہوں نے بڑی عقیدت مندی کیساتھ اپنے رب کی تعریف وتوصیف بیان کی ہے۔اللہ سے بے پناہ محبت وعقیدت کی یہ جھلک محض نظموں تک محدود نہیں بلکہ دیگر اصنافِ سخن یعنی قطعہ ،باعی،اور دوہے میں بھی پوری شان کے ساتھ نمایاںہے۔حمد لکھنے کے لیے جو علمیت اور مطالعہ اسلام درکا ہوتا ہے شاعرؔصدیقی اس سے خوب بہرور ہے۔
مناجات
کلیات کے آغازمیں مناجات شامل ہیں جس میں شاعرؔنے اللہ سے دل کی وسعت اور فکر کی گہرائی مانگنے کے ساتھ ایسی بینائی مانگنے کی دْعا کی ہے جو اللہ کے جلوؤں کو دیکھنے کی صلاحیت رکھتی ہو:
دل میں وسعت دے میرے فکرکو گہرائی دے
ساتھ جو دے تیرے جلووں کا وہ بینائی دے
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