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بھولنا تیرا نام مشکل ہے
بھولنا تیرا نام مشکل ہے
درحقیقت یہ کام مشکل ہے
چلنا تجھ بن اے مہرباں میرے
زندگی کا نظام مشکل ہے
خواہشوں کو لگام دو یارو!
گرچہ دینا لگام مشکل ہے
اب نکلنا تمھاری صورت کا
دل سے ماہِ تمام مشکل ہے
کیا کہوں تیرے شہر میں اب تو
صبح مشکل ہے، شام مشکل ہے
ناتوانی سی ناتوانی ہے
چلنا ایک ایک گام مشکل ہے
راحتیں چھوڑ جائیں گی تائبؔ
راحتوں کو دوام مشکل ہے
Attitude Towards Science: A Case Study of Higher Secondary Level Students of Sindh Province
This research is conducted, in order to perceive the attitude of higher secondary level students of Sindh towards science. Students (Male = 448, Female = 648) belonging to higher-secondary level (Class-XI & XII) from Hyderabad division were surveyed. Students were divided in Urban (N=455) and Rural (N=641) groups accordingly. “Test of Science Related Attitudes” known as TOSRA, initially developed by (Fraser, 1978) was adapted and translated in Urdu as well, was used as the attitude measurement instrument. Internalk consistancey was checked with Cronbach’s alpha reliability test. After pilot study the test was administrated. Significant difference of the attitude towards science across the students was noticed based on their gender and their locale. The results show that, with small effect size, male students significantly scored higher on almost all of the attitude sub-scales of TOSRA as compared to female students. Interestingly, students belonging to rural areas significantly scored higher with medium effect size on all the attitude sub-scale towards science as compare to students from urban areas.A Study on Helping Teachers Learn and Use the Investigative Approach in Science
The purpose of this study was to find out how teachers could be helped to learn and use the investigative approach in science. Two teachers from the lower secondary school participated in the study and my role was to help them learn and use the investigative approach through joint planning, modelling and reflective practice. The study was conducted in three stages. The pre-intervention stage showed the teachers' current practice in science, the intervention stage where the investigative approach was introduced and the post-intervention stage indicated the impact of the innovation on teachers' teaching to detect change. The research draws on qualitative data sources such as semi-structured interview, participant observations and teachers' reflective journals. Findings revealed that teachers came with their beliefs about the way children learn science and this was because of their experiences as students and the way they taught was a manifestation of their beliefs. The findings also showed that the change process is influenced by teacher beliefs, understanding of the change process and contextual factors such as time, syllabus, and relationships. The study found that working closely with teachers and encouraging them to reflect on their practices in a conducive, supportive environment helps teachers internalise change thus enabling them to attempt and implement the investigative approach to change their practice. The teachers were positive about the innovation and their self-confidence and understanding of the teaching learning process was greatly enhanced.Journals by Discipline
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