سائنس اور تہذیب و تمدن کے فروغ میں اسلام کا کردار

Islam is a complete code of life. It has complete instructions regarding all aspects of life. There is no moment in human life when the wisdom of Islam has not benefited humanity. Likewise there is no such area in the world where Islam has not put the light of guidance. Allah Almighty has systematically administered this world system.  Allah created the universe and set it disciplined, then created man and gave him every kind of physical, rational, logical and argumintive ability, so that humans can know the secrets of the universe by thinking and understanding it. The journey of research and discovery, which started long ago, is still continues today after passing through different stages of research. This journey of research resulted in evolution of philosophy, civilization, promotion of new scientific innovations and discoveries. The research and discovery resulted in the secrets of heaven and earth.  Today, man stands at the stage of science and technology, about which the human being in the older days even could not imagine of it. In this entire evolutionary journey, the religion of Islam is the only religion that not only stood firmly with humans, but guided him at every step during this evolutionary journey. In this context, the Quranic teachings are comprehensive matter. Allamah Sayyuti says "There is no knowledge and problem that is not discussed in the Qur'an. So Islam invites human to research in the system of the universe and presents the system of universe for its authenticity.

Using Questioning for Formative Assessment in a Lower Secondary Class in a Community School in Pakistan

This study set out to help one secondary school, science teacher on the use of questioning for formative assessment in the class. During the data collection period, I worked very closely with him, working in a community school, to introduce the use of questioning for formative assessment in chemistry in class eight. I collected data for this study over a period of seven weeks. I gathered the data through classroom observation, unstructured interviews and informal discussions. I also kept a journal throughout the period of data collection where I noted important points, my feelings, and new questions that emerged concerning questioning for formative assessment. I reflected deeply on my role as a teacher educator, change agent, and learner. The dissertation contains thick descriptions of planning, teaching and post teaching interactions that highlight the delicate relationship the researcher had with the research participant. Findings of the study show improvement in questioning skills for formative assessment of my research participant. He improved on question distribution, seeking opinions from other students, probing, sharing learning intentions with his students at the beginning of the sessions and providing feedback to the students. Also, the findings show numerous possible challenges that a teacher might face during the use of questioning for formative assessment. The challenges were time, the number of students in the classroom, a noisy class, the problem of students cramming (rote memorization), and practical knowledge of the teacher. Likewise, the researcher faced a number of challenges that ranged from a lack of expertise in co-planning, co-teaching and lack of competence for conducting action research.