شیخ عبدالحق محدث دہلوی کی علمی خدمات، منہج واسلوب اورعوامی مقبولیت و اثرات؛ ایک تحقیقی جائزہ A Research Review of the Work of Sheikh Abdul Haq Muḥaddith Dehlavi, It’s Style, Public Populaity & Influence

Sheikh Abdul Haq Muḥaddith Dehlavi is one of the prominent muhaddithin of the Subcontinent. He has played an unforgettable role in the leadership of the Ummah. His writings consist of God's benevolence, justice, and solving People’s problems so that they can look at their defects and focus on building their lives. He discussed topics related to the nation; do not follow useless philosophy and false interpretations which do not benefit a common man. Along with the reformed works, He has also left behind a large collection on technical topics. He wrote books on important and technical topics such as Tafseer, Tajweed, Hadith, Beliefs, Jurisprudence, Sufism, Ethics, Actions, Philosophy, History, Biography, etc. Sheikh Abdul Haq Muhaddith Dehlavi has priority in teaching and publishing the knowledge of Hadith. In the context of the publication of the knowledge of hadith, his two commentaries Mishkwat al-Masabih, Ishaat al-Lamaat and Lamaat al-Tanqeeh, has a special place. In the said article, an introduction and methodological study of the work done by Sheikh Abdul Haq will be presented.

Exploring Perceptions and Practices of Science Teachers About How Boys and Girls Learn Science

What one considers desirable ways of teaching and learning science is influenced by one's conception of science. Therefore, what constitutes good science teaching can be better understood by understanding what the teacher's conception is. Teachers' perception of students and how they learn science is also influenced by how they teach science. The present study is based on a case study of two science teachers (a male and female), whose perceptions about how boys and girls learn science and practices in a coeducation classroom have been explored. The study sought to answer two questions: What are science teachers' (a female and a male) perceptions about how girls and boys learn science in secondary schools in Pakistan? How do these perceptions influence their teaching practices in science classes? Data was collected mainly through interviewing and observing the classrooms of a male and a female science teacher, teaching a coeducation class. The findings of this study indicate that science teachers have many unexamined perceptions that influence their practices. The findings of these perceptions indicate that teachers think that science requires experiments and asking questions. They also think that science (with the exception of biology) is for boys. The practices' findings tend to marginalize or exclude girls from learning science in co-education classes in Pakistan. They have higher expectations from boys than from girls, they call on boys more often than girls to answer questions and use examples more common to boys' experiences. This is because the teachers' knowledge of science and pedagogy is limited. Furthermore, there is a clear evidence that teachers' perceptions and practices in co-education classes favor boys. It also indicates that there is a gap between teachers' perception and teaching of science. Although the purpose of the study is not to give suggestions for the renovation of perceptions and practices of the teachers in science classroom, implications are drawn for teachers and teacher educators which may assist in making science classroom more fair gender-wise.