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Students’ Questioning in a Primary Science Classroom

Thesis Info

Author

Muzaffar, Sadia

Department

Institute for Educational Development, Karachi

Program

MEd

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

1999

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676727980237

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Asking questions is central to intellectual effort. The questions which one asks play a significant role in bridging the gap between the known and unknown. Teachers in Pakistan use questioning as a major strategy to teach science in the primary classroom. However, most of these questions check the memory of their students, keep them on task, or check the instructions the teachers have given usually for class work or homework. Science teachers are the sole owners of questions and therefore students in Pakistani science classrooms have been positioned as the people who answer questions which have been posed by the teacher. The growing dominance of active learning environments in the developed world has done much to challenge this positioning but in our context, still, there remains an immensely strong institutional presumption that being a successful student is tested by the capacity to answer questions. This study was conducted to try out different strategies a teacher can use in a primary science classroom to promote students' questioning skills. The study revealed that a variety of 'hands-on, minds- on' activities with an appropriate level of difficulty can help to promote students' questioning skills. A gradual increase in the level of difficulty of stimulating activities, a friendly environment and acceptance of students' ideas helped them to overcome their fear of 'being wrong' and instead nurtured their innate curiosity. This resulted in the students' ability to create their own learning strategies which were all used as part of the science lesson. Several challenges to this approach in the learning of science were identified. They include completion of syllabus, time allocated for science lessons, product oriented assessment, school culture, individual accountability in the classroom and creativity on the part of teacher. Growing evidence from existing literature and my study seem to suggest that, primary science teachers in Pakistan need to review their role in the teaching/learning process. Any attempt to change the educational policy regarding the teaching of science would be useless if the implementers (teachers) of the policy do not realise their changing role. They are on the cutting edge and responsible for promoting students' curiosity, to help students to be autonomous learners.
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دولت ہے جس کے پاس وہی با کمال ہے

دولت ہے جس کے پاس وہی باکمال ہے
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز اسا تذہ کرام اور میرے ہم وطن ساتھیو!
آج مجھے جس موضوع پر لب کشائی کا موقع مل رہا ہے وہ ہے:’’دولت ہے جس کے پاس وہی با کمال ہے ‘‘
صدرِذی وقار!
ہر انسان خواہ غریب ہو یا امیر ہو، خواہ وہ چیتھڑ وں میں ملبوس ہو یا اس نے خلعتِ فاخرہ زیب تن کی ہو، خواہ وہ سیاہ فام ہو یا سرخ رو ہو، خواہ اس کا قد چھوٹا ہو یا مناسب قد و قامت کا مالک، ہر ایک کو اشتیاق ہے کہ وہ کمال حاصل کرے ، اور اعلیٰ سے اعلیٰ مراتب پر فائز ہوجائے ،ترقی کے مدارج طے کرتا ہوا ثریّا تک پہنچ جائے۔
کسبِ کمال کُن کہ عزیز جہاں شوی!
جنابِ صدر!
معلم کا کمال یہ ہے کہ تدریسی میدان کا شاہسوار ہو،زیرِتعلیم طلباء کی رہنمائی کے لیے مہارت تامہ کا حامل ہو، اپنے مضمون پر مکمل دسترس رکھتا ہو، اس کا ہر سال رزلٹ %100 رہتا ہو، اُس مدرسہ کی نظر میں کامیاب مدرس ہو، خصائل صالحہ کا مجسمہ ہو، تدریسی مہارتوں کے استعمال میں اُسے ید ِطولیٰ حاصل ہو۔
جنابِ والا!
خطیب کا کمال یہ ہے کہ اس کا خطبہ معیاری ہو۔ فرقہ واریت سے پاک ہو، اس کی بیان کردہ روایات حشوو زواید سے پاک ہوں۔ اس کی زبان میں روانی ہو، اور حسنِ صورت کے ساتھ ساتھ حسنِ سیرت کا بھی مالک ہو۔ اس کے پر تاثیر بیان سے تمام سامعین برابرمتمتع ہوں۔
صدرِمحترم!
معلم کمال کی بلندیوں کو چھو سکتا ہے ،مقنن کا طائرکمال فضاء کی بلندیوں میں پرواز کرسکتا ہے۔ خطیب کی ترقی و عروج کی عندلیب گلشن کمال و مراتب رفیعہ میں مسحورکن نغمے آلاپ...

Difference in the Characteristics of Imposter Syndrome in Dental Students of Preclinical and Clinical Phase

Background: People suffering from imposter syndrome despite being competent consider themselves less skillful and incapable. Such individuals are also more prone to regret their choice of career with consequent early drop out, experience burnout, more prone to medical errors, absenteeism and low job satisfaction.  The current study aims to determine the difference in the characteristics of imposter syndrome in dental students of preclinical and clinical phase and its gender predisposition. Objectives: 1. To find out the frequency and characteristics of imposter syndrome among dental students. 2. To evaluate the differences in the characteristics of imposter syndrome among dental students of preclinical and clinical year. 3. To determine gender predisposition of imposter syndrome among dental students. Methods: The cross-sectional study was conducted on 138 dental students of CMH Lahore Medical and Dental College. A validated questionnaire (Clance IP Scale) containing 20 items with 5-point Likert scale was used to collect data by convenient sampling technique. The characteristics of IP were determined by adding the scores of all items. Descriptive statistics were done, chi-square applied, p-value <0.05 was considered significant. Results: One hundred and thirty-eight students filled the IP Scale. The frequency of imposter syndrome is found to be 52.1% among Dental Students. Majority (72) of the dental students have frequent to intense imposter feelings. There is non-significant difference in the IP characteristics of male and female students. No significant difference in the characteristics of imposter syndrome is found between dental students of preclinical and clinical year. Conclusions: There frequency of imposter syndrome is high among Dental students. Non-significant difference in the IP characteristics is found between male and female students as well as students of preclinical and clinical year.

Analytical Solutions for Some Unsteady Flows of Second Grade and Rate Type Fluids

This work presents new results regarding the behavior of some non-Newtonian fluids into different circumstances. After some preliminaries regarding constitutive equations, motion equations and integral transforms, new exact solutions for the ve- locity field and the shear stress corresponding to some flows with technical relevance have been established for ordinary second grade, Oldroyd-B fluids and generalized Maxwell fluids. Just as in the case of Navier-Stokes fluids, it is necessary to develop a large class of exact and approximate solutions, they serving as tests to verify nu- merical schemes that are developed to study complex unsteady flow problems. In chapter 2, by means of the Laplace transform, there are established new exact solutions corresponding to the first problem of Stokes for Oldroyd-B fluids. These solutions, in accordance with the previous results obtained using Fourier sine trans- form, can be easily specialized to give similar solutions for Maxwell fluids. The main aim of chapter 3 was to solve a very important problem, namely to determine the re- quired time to reach the steady-state for the second problem of Stokes corresponding to second grade fluids. In addition to solve this problem we also found new exact so- lutions for this problem. Our solutions, unlike the solutions obtained by Erdogan for Newtonian fluids, are written as a sum between steady state and transient solutions. Chapter 4 contains exact solutions for the unsteady flow of an Oldroyd-B fluid between two side walls perpendicular to a plate. In the absence of side walls the obtained solutions tend to the similar solutions for the flow over a flat plate (the first problem of Stokes). The influence of the pertinent parameters on the velocity of the fluid at the middle of the channel as well as on the shear stress on the bottom is underlined by graphical illustrations. In chapter 5, by means of Laplace and Hankel transforms, we obtained the solutions for unsteady flow of a generalized Maxwell fluid between two circular cylinders. These solutions, presented as a sum of the Newtonian solutions and the non-Newtonian contributions, can be easily specialized to give the similar solutions for ordinary Maxwell fluids. Finally, the influence of the pertinent parameters on the velocity of the fluid are also underlined by graphical illustrations.