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Home > Understanding How the Inquiry Strategy Works in a Physics Classroom at Secondary Level in a Pakistani Private School Context

Understanding How the Inquiry Strategy Works in a Physics Classroom at Secondary Level in a Pakistani Private School Context

Thesis Info

Author

Khan, Manzoor Ali

Department

Institute for Educational Development, Karachi

Program

MEd

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2009

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676728008724

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This study reports an action research conducted in a private school in Karachi. The purpose of the research study was to understand the implementation of the inquiry strategy in a physics classroom at secondary level. The research was guided by the main question 'How can I implement inquiry teaching strategies in a physics classroom at secondary level in a private school in Karachi?' For this purpose Wenning's (2005) 'hypothetical inquiry strategy' was adapted. To understand the inquiry process, Kemmis and McTaggart's spiral model of action research is employed. I used the qualitative approach to collect the data. The main tools for data collection included personal reflections, semi-structured interviews, observations and document analysis as well as informal talks with a critical friend. In this study, I played a dual role; as a researcher as well as a classroom teacher. During the study the main role of the physics teacher was as a nonparticipant observer, who helped me to monitor some of the groups at different stages during inquiry teaching. There were thirty students (in class IX) who participated in this study as learners. Their major role was to learn physics concepts through inquiry strategy, where they performed and observed hands-on activities, developed hypothesis, created and conducted experiments to give empirical evidence to their hypothesis and defended it by presenting their findings to the classmates. The study was conducted by implementing three action cycles (a total of nine lessons) where each learning cycle consisted of three lessons. The main finding of the study reveals that teaching physics through inquiry strategy in a Pakistani secondary school context was challenging but possible. Besides some facilitating factors, there were challenges and constraints ranging from content specific issues such as teaching and learning abstract ideas in physics to problems and challenges of general classroom management and the motivation of students towards inquiry. On the basis of the findings, the study suggests some implications for different stakeholders including myself, followed by recommendations for further study.
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اسد اﷲ کاظمی

اسد اﷲ کاظمی
گزشتہ مہینہ ایک اور حادثۂ وفات جناب اسداﷲ صاحب کاظمی کاپاکستان میں پیش آیا جہاں وہ اپنے اعزاسے ملاقات کی غرض سے دو ماہ پیشتر ہی گئے تھے۔مرحوم نہایت قابل اور بڑی خوبیوں کے انسان تھے۔انگریزی نہایت عمدہ لکھتے تھے ۔تعلیم کے بڑے ماہر تھے۔اترپردیش میں تعلیم کے اسسٹنٹ ڈائریکٹر رہے اس کے بعد یونیسکو کی طرف سے کم وبیش آٹھ برس تک حکومتِ عراق کے مشیر تعلیم کی حیثیت سے بغداد میں قیام پذیر رہے۔ اس سے سبکدوش ہوکر الہ آباد میں مقیم ہوگئے۔اسی زمانہ میں سنٹرل وقف کونسل کی طرف سے مسلمان طلباء کے لیے پرائمری ایجوکیشن کانصاب بنانے کے لیے ایک کمیٹی کی تشکیل ہوئی تو اگرچہ اس کی صدارت راقم الحروف کے سپرد تھی لیکن واقعہ یہ ہے کہ کاظمی صاحب مرحوم نے کمیٹی کے ایک ممبر کی حیثیت سے نہایت اہم اور مفید رول اداکیا۔وہ برابر کمیٹی کی میٹنگس میں شریک اوراس کی کارروائیوں میں پوری دلچسپی اورسرگرمی سے حِصّہ لیتے رہے اور کمیٹی کی رپورٹ اورنصاب بہت کچھ انہیں کی رہنمائی کا نتیجہ ہے۔بغداد میں رہ کرقرآن مجید اوراسلامیات پرکتابوں کے مطالعہ کابڑا شوق پیدا ہوگیا تھا۔اخلاقی اعتبارسے نہایت شریف ،بلند نظر اور بیحد ہمدرد وملنسار بزرگ تھے۔جب کبھی ملاقات ہوتی تھی راقم الحروف سے ہمیشہ قرآن مجید کے کسی حکم یاکسی آیت پرگفتگو کرتے تھے۔اﷲ تعالیٰ نے ان کو حسناتِ دینی و دنیوی سے نوازا تھا۔اب آخرت میں بھی اﷲ تعالیٰ ان کو ابرار وصلحا کامقام عطافرمائے۔ آمین۔ [ اکتوبر ۱۹۷۱ء]

 

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