چونچال (۱۹۱۰ء۔۱۹۸۵ء) کا اصل نام بشیر احمد اور چونچالؔ تخلص کرتے تھے۔ چونچال سیالکوٹ میں پیدا ہوئے۔ (۵۳۴) ان کی زندگی عسرت اور عدم آسائش کا شکار رہی لیکن وہ اپنے وقت میں مشاعروں کے مقبول ترین شعرا میں شمار ہوتے تھے۔ ان کا ایک شعری مجموعہ ’’منقار‘‘ دوست پبلی کیشنز اسلام آباد نے ۲۰۰۰ء میں شائع کیا۔ جو طنز یہ ومزاحیہ شاعری پر مشتمل ہے۔ اس کتاب میں غزلیں ،نظمیں اور قطعات شامل ہیں۔ یہ مجموعہ ایک سو پچاس صفحات پر مشتمل ہے۔ اس کتاب کے آغاز میں کامران مسعود کا مضمون’’ابتدائیہ‘‘ اصغر سودائی کا مضمون ’’چونچال ایک منفرد شاعر ‘‘،انور مسعود کا مضمون’’سیالکوٹ کا واحد ظریف شاعر‘‘ اور ضمیر جعفری کا تبصرہ ’’کلام بولتا ہے ‘‘ شامل ہیں۔
’’منقار‘‘ کے علاوہ ان کا کلیات زیر ترتیب ہے ابھی تک ان کا مجموعی کلام دسیتاب نہیں ہو سکا۔
بشیر احمد چونچال عظیم مزاح نگار شعرا میں ایک امتیازی حیثیت رکھتے تھے۔ اس امر کے کہ وہ عصر حاضر کے مزاح نگاروں میں صفِ اول کے شاعر تھے انھیں وہ مقام و مرتبہ نہ مل سکا جو ان سے کم تر درجے کے شاعروں کو مل چکا ہے یا مل رہا ہے۔اصغر سودائی چونچالؔ کی عظمت کے حوالے سے رقم طرا ز ہیں:
اگر میں یہ کہوں کہ چونچالؔ اکبر الہ آبادی کے بعد دوسرا بڑا شاعر ہے ۔ جس نے فلاح قوم کا بیڑا اٹھایا اور ساری عمر اسی دشت کی سیاہی میں گزار دی تو ہر لحاظ سے یہ ایک ایسا دعویٰ ہو گا جس کی دلیل ان کا کلام ہے۔(۵۳۵)
اپنے مضمون’’سیالکوٹ کا واحد ظریف شاعر‘‘ میں انور مسعود چونچال سیالکوٹی کے حوالے سے لکھتے ہیں:
میں سمجھتا ہوں کہ سیالکوٹ کے واحد ظریف شاعر چونچال بھی عدیم المثال ہیں۔...
Abstract The religious seminaries (Madaris) 1 of Pakistan have been a hot topic of discussion in the national and international media. These Madaris are reminiscent of the ancient education system of Islam. They attracted people’s attention during the last two decades and especially after the 11th September 2001 incident of New York. Another aspect of interest was their role in the Islamic insurgence (Jihad) waged in various parts of the world particularly in Afghanistan and Kashmir. These institutions impart orthodox education based on centuries old syllabus called Dars-i Nizami. The administrators are disinclined to any slight change in the contents of the syllabus thus bringing them to an open conflict with the modem education system and western culture. The Madaris have been divided on the basis of religious sects i. e. Shia, Sunni and Ahl-i-Hadith. Of them Sunnis are further splintered into many sub-sects such as Deobandis, Brelvis, etc. But their adherence to the primitive education, Jihad and abhorrence for the western civilization is almost the same. Despite repeated reference to these Madaris, there are many misconceptions or disinformation about them In the present paper, an attempt has been made to remove these misconceptions and present a true picture. Besides, historical perspective, vital statistics, curricula and problems and prospects have discussed in the paper in hand
This study was an attempt to find out the misconceptions of biology students at secondary level. It is a well known fact that students enter in science classroom with a lot of misconceptions, which are based on their beliefs and observations. The focus of this research study was to find out the misconceptions of students about selected concepts of biology e.g. classification of animals, photosynthesis and green house effect. The nature of the research study was exploratory and interviews were conducted to investigate the misconceptions. The 2 schools were purposely selected as a study site. The size of the sample of the study was 80 students (50% boys & 50% girls), who participated in the study voluntarily. A well established technique ‘Interview About Instances’ (IAI) was used to explore misconceptions of the students. To apply this interview technique instance cards (20 for each concept) were developed to present examples and non- examples of biology concepts in the form of diagrams, line diagrams and pictures. Non-formal, semi-structured interviews were conducted with each participant to explore the existing misconceptions of the students. Interviews were audio-taped with permission and later on transcribed. The codes were assigned to the responses on the basis of similarities and differences. The responses were combined to find out the underlying themes which combined into three categories. The inquiry sessions were planned. The participants were randomly divided into two equal groups’ i.e. Group A & Group B. Group B participated in inquiry sessions while group A was kept outside. Researcher facilitated the inquiry sessions, students planned activities to explore the concepts. Afterwards, the same instance cards were shown to both A & B groups. Interviews about instances were conducted, recorded, transcribed and coded. The responses of students were consolidated into themes which were combined into three categories. The frequencies and percentages of categories of responses in pre and post session interviews were calculated and compared. Moreover to establish the effectiveness of inquiry approach as a conceptual change instructional strategy the responses of Group A & B in post session were also compared. The improvement in scientific responses and correctness of misconceptions was observed in the responses of group B in post session interviews. It was concluded that students had misconceptions in basic biological concepts. The misconceptions found were large in number which can be addressed with appropriate conceptual change instructional strategy. It was also concluded that inquiry method is an effective strategy to replace the misconceptions with accurate conceptions. It was recommended that misconceptions of students should be explored and addressed appropriately prior to teaching.