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Junior High, Intermediate, Middle School Education and Teaching Commons™

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Series

2004

Articles 1 - 9 of 9

Full-Text Articles in Junior High, Intermediate, Middle School Education and Teaching

Engagement Enhance Interest In Physics, Harcharan Pardhan Sep 2004

Engagement Enhance Interest In Physics, Harcharan Pardhan

Institute for Educational Development, Karachi

No abstract provided.

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How To Make The Teaching Of Transfer Of Heat More Effective, Muhammad Nabi Khan, Amos Ngugi Sep 2004

How To Make The Teaching Of Transfer Of Heat More Effective, Muhammad Nabi Khan, Amos Ngugi

Institute for Educational Development, Karachi

No abstract provided.

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Teachers’ Conceptions Of The Nature Of Science: A Comparative Study From Pakistan And Uk, Nelofer Halai, Jane Mcnicholl Sep 2004

Teachers’ Conceptions Of The Nature Of Science: A Comparative Study From Pakistan And Uk, Nelofer Halai, Jane Mcnicholl

Institute for Educational Development, Karachi

Curriculum designers in both Pakistan and the UK accept that science education for today’s young people should not just be about learning science, it should also include learning about the nature of science. However, together with other research evidence, this article suggests that for many science teachers, teaching about the nature of science might be problematic as they do not have the necessary understanding of the nature of science themselves. This article also argues that there are benefits in teachers across cultural divides sharing their understandings about the nature of science.

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Reflection On Learning About Forces, Mir Zaman Shah, Mahmood Ghaznavi, Mohammad Ibrahim Khan Sep 2004

Reflection On Learning About Forces, Mir Zaman Shah, Mahmood Ghaznavi, Mohammad Ibrahim Khan

Institute for Educational Development, Karachi

Force is a basic concept in the physical sciences. It is included in Pakistan’s national curriculum from the primary level through the higher levels. Because of the abstract nature of the concept of force, both students and teachers have alternative frameworks in this area. This was revealed in our classroom discussions on force during the Lower Secondary Science Module of the M.Ed. program at the Aga Khan University Institute for Educational Development (AKU-IED) in Karachi, Pakistan. In-depth discussions and a variety of activities we carried out while teaching about forces challenged our previous concepts and allowed us to think critically …

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Mathematics As “Gate-Keeper” (?): Three Theoretical Perspectives That Aim Toward Empowering All Children With A Key To The Gate, David W. Stinson Jan 2004

Mathematics As “Gate-Keeper” (?): Three Theoretical Perspectives That Aim Toward Empowering All Children With A Key To The Gate, David W. Stinson

Middle-Secondary Education and Instructional Technology Faculty Publications

In this article, the author’s intent is to begin a conversation centered on the question: How might mathematics educators ensure that gatekeeping mathematics becomes an inclusive instrument for empowerment rather than an exclusive instrument for stratification? In the first part of the discussion, the author provides a historical perspective of the concept of “gatekeeper” in mathematics education. After substantiating mathematics as a gatekeeper, the author proceeds to provide a definition of empowering mathematics within a Freirian frame, and describes three theoretical perspectives of mathematics education that aim toward empowering all children with a key to the gate: the situated perspective, …

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Cooperative Learning In Hong Kong Primary And Secondary Schools., Gertrude Tinker Sachs Jan 2004

Cooperative Learning In Hong Kong Primary And Secondary Schools., Gertrude Tinker Sachs

Middle and Secondary Education Faculty Publications

In this issue of the IASCE Forum, Gertrude Tinker Sachs and Dean Tjosvold write about how cooperative learning was introduced in Hong Kong. One avenue was through teachers of English at the primary and secondary levels. This is described in the article below. The other was at the university level through the work of the Hong Kong Cooperative Learning Center.

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Munazza’S Story: Shedding Light On A Science Teacher’S Conceptions Of The Nature Of Science Through A Life History Study, Nelofer Halai, Derek Hodson Jan 2004

Munazza’S Story: Shedding Light On A Science Teacher’S Conceptions Of The Nature Of Science Through A Life History Study, Nelofer Halai, Derek Hodson

Institute for Educational Development, Karachi

Life history research creates a broader understanding of teaching by providing illustration of the relationships among various aspects of teachers’ lives and their teaching practice, both inside and beyond the classroom. This article focuses on the life history of Munazza, a young science teacher at the Karachi Model Secondary School (KMSS), a private, co‐educational, English‐medium school for children from middle‐income families. Its purpose is to gain insight into a female science teacher's understanding of teaching science in a school in Pakistan, ascertain what aspects of this science teacher's conceptions of the nature of science are explicit in her practice, and …

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Action Research To Study Classroom Impact: Is It Possible?, Anjum Halai Jan 2004

Action Research To Study Classroom Impact: Is It Possible?, Anjum Halai

Institute for Educational Development, Karachi

In recent years, a discourse is emerging in education that emphasises the study of the impact of in-service teacher education on student outcomes (more often than not student outcomes are seen in the form of test scores of academic achievement). Implicit in this discourse is the view that the impact of in-service teacher education is directly observable on students' outcomes, suggesting that the variables in a school or classroom are connected in some kind of a causal link. However, it is problematic to view variables in a social setting such as a school or a classroom as being in causal …

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Young Learners Of Modern Foreign Languages And Their Transition To The Secondary Phase: A Lost Opportunity?, Allison Bolster, Christine Balandier-Brown, Pauline Rea-Dickins Jan 2004

Young Learners Of Modern Foreign Languages And Their Transition To The Secondary Phase: A Lost Opportunity?, Allison Bolster, Christine Balandier-Brown, Pauline Rea-Dickins

Institute for Educational Development, East Africa

Following publication of the National Languages Strategy on 18 December 2002 the teaching of foreign languages (FL) in the primary school is again high on the agenda in England as in other parts of Europe. Research has shown in the past (Burstall et al., 1974) that an early start in FL does not necessarily result in any long-term advantage in terms of proficiency. However, the above study also draws other conclusions, less widely reported, which remain significant. These include insufficient liaison between primary and secondary schools, lack of continuity in foreign language learning across phases, inadequate training of teachers, …

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