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Home > Exploring the Efficacy of Specially Designed Hands-On Activities to Develop Conceptual Understanding of the Scientific Method for Middle School Science Teachers

Exploring the Efficacy of Specially Designed Hands-On Activities to Develop Conceptual Understanding of the Scientific Method for Middle School Science Teachers

Thesis Info

Author

Sumaira Ali

Department

Institute for Educational Development, Karachi

Program

Mphil

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2018

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676728080237

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The purpose of this study was to explore the efficacy of specially designed hands-on activities in developing conceptual understanding of the scientific method. It has been discussed in nature of science texts that the scientific method is an approach to undertake scientific investigations but it is not the only method. There could be non-linearity and non-rigidity in the sequence of the investigation process and the chance of serendipity during scientific discoveries is always present. However, several research studies have shown that teachers have a vague understanding of the scientific method or think that it is to be followed rigidly. This qualitative study which summarizes the research conducted on six middle school science teachers from Shining Light private school in Karachi. The data collection tools were pre-test, worksheets, observational checklist, reflective diary, and post-test. The purpose of the pre-test was to develop an understanding of the teachers’ prior knowledge of the scientific method which was followed by three half day workshops spread over six weeks.Five activities were designed and implemented in the workshop to develop the teachers’ understanding of the scientific method. After the workshop, a post-test was administered to assess the learning of the participants about the scientific method. The pre and post-test were same in order to track the conceptual understanding of participants as related to the scientific method. The findings of this research study report that participants who had a partial understanding in the pre-test developed a sound understanding of the scientific method in the post-test. Teachers grasped the key ideas that there is non-linearity, flexibility and serendipity during scientific investigations. The steps in the scientific method need not be followed in sequential order. The findings of the study illustrate that the hands-on activities facilitate teachers in improving conceptual understanding of the scientific method. Further, this teaching strategy was also effective in developing the communication skills; creating discussion, enhancing active engagement and altering misconceptions in the learners. Thus, this study concludes that naïve ideas of the scientific method can be improved by employing hands-on activities. However, it was challenging to design and implement the hands-on activities without pedagogical content knowledge and guidance of the supervisor. Hence, this study brings the implications for the science teachers and teacher educators that they should employ hands-on activities in the classroom because it is vital to understand the actual essence of scientific method.
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علامہ اقبال کا پیغام خودی

علامہ اقبال کا پیغام خودی
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز سامعین اور میرے ہم مکتب شاہینو!
آج مجھے جس موضوع پر اظہار خیال کرنا ہے وہ ہے:’’علامہ اقبال کا پیغام خودی‘‘
ہر چیز ہے جو خود نمائی
ہر ذرہ شاہد کبریائی
بے ذوق نمود زندگی موت
تعمیر خودی میں ہے خدائی
جنابِ صدر!
قابل صد احترام صدرِ مدرسہ علامہ اقبال رحمۃ اللہ علیہ کے نزدیک خودی کے معنی خودشناسی اور خود آگا ہی کے ہیں وہ اپنی شاعری میں خودی کی تعلیم دیتے ہوئے کہتے ہیں کہ اپنے اندر خودی پیدا کرو۔ اپنے آپ کو پہچانو اور اپنے اندر خداداد صلاحیتوں کو اجاگر کر کے بیروئے کار لا ؤ۔
معزز سامعین!
علامہ اقبال کا پیام خودی کوئی نیا پیغام نہیں ہے۔ یہ وہی پیغام ہے جو بزرگانِ دین نے اپنے پیروکاروں کو دیا، یہ وہی پیغام خودی ہے جو حضرت جنید بغدادی رحمۃ اللہ علیہ نے دیا، یہ وہی پیغام خودی ہے جو بایزید بسطامی رحمۃ اللہ علیہ نے دیا ، یہ وہی پیغام خودی ہے جو فرید الدین گنج شکر رحمۃ اللہ علیہ نے دیا، یہ وہی پیام خودی ہے جو معین الدین چشتی اجمیری رحمۃ اللہ علیہ نے نوے لاکھ ہندو قوم کو دے کر کلمہ پڑھایا، یہ وہی پیغام خودی ہے جو داتا گنج بخش علی ہجویری رحمۃ اللہ علیہ نے لاہور کے منکرین کرامت کو مسجد میں نماز کی حالت میں کعبہ دکھا کر دیا ، یہ وہی پیغام خودی ہے جو بہاؤ الدین زکریا ملتانی رحمۃ اللہ علیہ نے اپنے حاضرین کو دیکر اپنا لوہا منوایا، یہ وہی پیغام خودی ہے جو حضرت امام حسین ؓنے نیزے پر قرآن سنا کر امت مسلمہ کو دیا ،یہ وہی پیغام خودی ہے جس کا درس محسنِ کائناتؐ نے اپنے...

THE COMPARISON BETWEEN STUDENTS' PHYSICS LEARNING OUTCOMES IN FACE TO FACE (OFFLINE) AND ONLINE LEARNING MODEL

This study aims to compare the learning outcomes of physics taught using face-to-face learning models with online learning models at Islamic Senior High School 2 Palu City in the academic year of 2021/2022. In this study, the X1 variable consists of the face-to-face model, the X2 variable is the online learning model, and the Y variable consists of the results of learning Physics. This study used quantitative research with comparative analysis techniques. The subject of the research was students of X IPA 1 at Islamic Senior High School 2 Palu, which is totaling 25 students. Data collection was carried out using student learning outcomes tests, observation, and documentation. The method used for the analysis of hypothesis testing is the paired sample t-test. Descriptive, normality, and homogeneity tests were used for data analysis. The results showed that there were significant differences in the learning outcomes of Physics subjects between face-to-face learning and the online learning model for class X IPA1 Islamic Senior High School 2 Palu in the academic year of 2021/2022. The results of the descriptive analysis calculation show that there is a difference between the Physics Learning Outcomes Taught Using the Face-to-Face Learning Model and the Online Learning Model in class X IPA1 in the academic year 2021/2022. This shows that the face-to-face learning model is more effective than the online learning model in physics subjects.

The Transformational Leadership Skills and Teachers Performance at Secondary Level in Punjab

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