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سوکھا کم نئیں ہوندا۔۔۔

سوکھا کم نہیں ہوندا اے عشق اندر، آس یار دے بوہے دی لا رکھنی
چیہہ وٹ کے درد نوں سہہ جانا، پنڈ دکھاں دی سر تے چا رکھنی
غم ہجر فراق نوں جھل کے تے، رو رو کے تے راتیں یاد کرنا
اگوں سوہنیاں دی مرضی اپنی اے، کیہدے نال سلام دعا رکھنی
خون جگر دا تلی تے رکھ کے تے، ہتھ یار نوں جا وکھا دینے
اگوں سودے نے بے نیازیاں دے، نہ کوئی ہمدردی نہ وفا رکھنی
چادر کھیس موہڈے اتے رکھ لینا، بکل مار کے کندھاں دے نال بہنا
ویکھو عشق دے کیسے قانون وکھرے، جرم ہور تے ہور سزا رکھنی
درد دکھ فراق دے لکھ سہنے، ہوکے بھرنے یار دے ہجر اندر
آس رکھ لینی، آس توڑ دینی، اینویں جندڑی گھول گھما رکھنی
اکھاں نال بہار حنیف دی اے، اکھاں نال پریت دا لطف ہوندا
اکھاں والڑے قدر ہی جاندے نیں، اکھاں نال ہے کیویں وفا رکھنی

ڈاکٹر اسرار احمد: بیسویں صدی کا عظیم مدرس و داعی قرآن

Dr. Israr Ahmed was a great thinker, intellectual and a reformer. He was diverse scholar and took inspiration from a great and diverse spectrum of sholars like Dr. Allama Iqbal and Dr. Rafiuddin; Abul Aa’la Maoudoodi and Abul Kalam Azad; Hameed uddin Farahi and Amin Ahsan Islahi and Sheikh ul Hind Maulana Mahmood ul Hasan and Shiekh ul Islam Maulana Shabbir Ahmed Usmani. His thought and wisdom was quite influenced by these people. We trace out this remarkable and renowned sholar’s rendered his educational, authorial and religious services. For this purpose Dr. Israr Ahmed started his mission with lecture of Quran. Soon, his lectures were well known throughout the country. He established a great institute namely ‘Markazi Anjuman e Khudaam ul Quran’ in Lahore in order to render educational, authorial and religious services in an organized manner. To spread reformative and preaching services in a better way, he established a party with the name of ‘Tanzeem e Islam Pakistan’In view of his great services, especially in the field of Holy Quran, we may mark him as great scholar of twentieth centur

Integration of Science, Technology and Society Sts Approach in Teaching Chemistry at Higher Secondary Level

There has been a continuous debate in shifting emphasis of science education for attaining the goal of scientific literacy (Hodson, 2003). Over the past 30-40 years, science educators felt a need for having a more context-based approach of science education in order to make it relevant, significant, and interesting for students. Science-Technology-Society (STS) is one of those context-based approaches, getting high acceptance and popularity due to its nature and outcomes. Many scholars have argued for the inclusion of STS issues in science curriculum (Aikenhead, 1994b; Hodson, 2003; Wei & Thomas, 2005; Yager, 1995b). This study aimed to see the possibilities and challenges of STS integration in chemistry curriculum at the higher secondary level. To meet this need, an action research method was adopted to understand STS implementation in the context. During a seven- week study, two action cycles based on Dass's (2005) inquiry model were carried out with a class of grade XI pre-engineering students. Data were collected through observation, reflective journals, students' informal talk, focus group interviews and document analysis, students' reflections, textbook, and students' work sample. Through this study, I have tried to point out that innovation in classroom practices can be done with the existing science education through STS integration. The study partly supports the intention and reveals that my positive attitude and STS features like practical nature of tasks acted as catalysts for this integration, as these influenced the students' willingness to learn through this approach. However, the study also shows that the successful application of STS approach in chemistry classroom needs support in terms of teacher's skill, resource availability, assessment reform, and having a flexible chemistry curriculum. This study implies that STS is not a slogan but carries substantial meanings for science education. Significance of this study lays in its findings, which reflect the possibilities and acceptance of STS science approach in terms of teachers' and students' attitude, availability of resources, and management support. The study raises the need of changes in different areas including curriculum, assessment and teacher education programs, and also opens the door for future research in these areas within the context of STS approach.
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