Gilgit-Baltistan, most recently known as Northern Areas, is a partially self-governing territory under Pakistani control. The e-mail addresses that you supply to use this service will not be used for any other purpose without your consent. 3. This site uses cookies. These are some of the common problems faced by the students while writing an essay. Chemistry is taught as a compulsory subject to Grades 9 and 10 students who opt for science as their main field of study at secondary level in high school in Gilgit-Baltistan. In the attitude-based research, the main focus has been on perceptions, experiences, emotions, thoughts, opinions, enthusiasm, likes and dislikes, and so on. This is especially apparent with Japanese learners. A study by Iqbal and Shayer (2000) investigated the impact of a 2-year intervention program undertaken to accelerate students’ cognitive development in selected public and private secondary schools in Pakistan. 1.To improve vocabulary read an English language Newspaper. Efforts on the part on individual teacher or schools to improve secondary students’ learning outcomes in science need to be cognizant of the complex nature of the learning in science. I found my perceptions about teaching and learning developed during student life influencing my practices as a teacher. From time management, to finding educational resources and enabling functional communication channels, all these problems seem to affect educators at this time of the year. The email address and/or password entered does not match our records, please check and try again. This necessities an ongoing quest for instructional strategies and resources to effectively deal with the challenge of teaching atomic model and its allied concepts in the context of chemistry classroom. For example, reflecting on one of his instructional decisions during a chemistry lesson, he explains: The task I assigned to student was a little bit challenging because I believe that students possess the abilities for doing everything. Some of these concepts are atoms and molecules (e.g., Griffiths & Preston, 1992; Harrison & De Jong, 2005; Teichert, Tien, Anthony, & Rickey, 2008); gases and related concepts such as temperature, pressure, kinetic molecular theory, diffusion (e.g., Benson, Wittrock, & Baur, 1993; Krnel, Watson, & Glazar, 1998); chemical bonding (e.g., Coll & Taylor, 2001; Frailich, Kesner, & Hofstein, 2009; Othman, Treagust, & Chandrasegaran, 2008); solution, solubility, and solubility equilibrium (e.g., Ebenezer & Erickson, 1996; Pinarbasi & Canpolat, 2003; Raviolo, 2001); electrochemistry and related concepts (e.g., Coll & Treagust, 2003; Sanger & Greenbowe, 1997; Taber, 1997); structure and properties of molecular and ionic compounds (e.g., Butts & Smith, 1987); particle theory (Johnson, 1998a, 1998b; Mursaleen, 1999); chemical equilibrium (e.g., Banerjee, 1991); acids and bases (e.g., Drechsler & Schmidt, 2005; Hand, 1989; Lin & Chiu, 2007; Nakhleh, 1994; Schmidt, 1995). This entails a new vision of education and professional growth for teacher compatible with a vision of pedagogy. Through written application, I obtained administrative consent from competent authorities of the schools and from the participants. Realization of such curricular goals as development of higher order thinking, knowing and using scientific knowledge, and constructing new science knowledge remains a utopian dream in high school in Gilgit-Baltistan. They believe that their students can construct knowledge through an interaction between what they know already and the new learning they experience. I truly feel that this is threatening to be the downfall of the English language for the new generation and generations to come. The researchers concluded that factors such as quality of the input (teacher skills and attitude), school philosophy, and general cultural of the schools came to play to determine the overall impact of the intervention. Science curriculum cannot be developed and implemented in isolation. The Aga Khan Education Service (2005) noted, “Teaching methods are teacher-centered and do not encourage student participation. 1. By and large, the education system in the country has failed to ensure provision of quality and purposeful science education for the young generation. COMMUNITY RELATIONS OFFICER (UAE NATIONAL). Overview of the various finding from attitudinal research literature can be summarized into three interrelated broad or general principles: first, students’ attitude toward science is an important determinant of how students relate to the subject that in turn influences how they learn science; second, students’ attitude toward science is shaped by numerous factors from the sociocultural environment in which students live and undergo social experiences which in turn influence students’ cognitive or intellectual abilities; and third, positive attitude towards science are inherently linked with their social and life experiences and thereby students’ level of success in learning science is attributed to the level of motivation they bring to learning the subject. The attitudinal research is based on the premise that students’ meaningful engagement in learning science is primarily determined by their level of motivation and positive attitudes and optimism towards the subject (Osborne, Simon, & Collins, 2011; Rogoff, 2006). By continuing to browse Based on the above categories, content analysis (Miles & Huberman, 1994) was carried out, which involved reading and rereading of transcripts, identification of small key ideas, and grouping and regrouping these ideas into key themes. Researchers have explored the effect of diverse cognitive and personality characteristic on children’s learning science. The researchers infer, “experimental approach to science is attractive to children regardless of gender and geographical locations” (Iqbal et al., 2008, p. 281). In fact, their theories provided a conceptual base to constructivism, one of the major contemporary theory of learning. These various facts explain the complexity of the situation teachers are faced with in dealing with the situations such as assessing students’ prior knowledge of the subject matter, catering to or dealing with individuals’ level of understanding or learning needs and thereby achieving uniformity in students’ level of understanding of the topic. Research in science education has established that students’ level of success in learning science is inherently linked with their positive attitude toward science that in turn is attributed to the level of motivation they bring to learning the subject. Online Resources. The most common criticism of the schools’ science curricula is that the curricula are not necessarily designed by taking into account the research in the field of cognitive science and educational psychology. Learning in science is viewed as a highly complex cognitive activity. Until and unless a leaner practices or undergoes some of these cognitive process in the science classroom, gaining conceptual understanding into science concepts remains a utopian dream for majority of students. The spiral science curriculum followed in schools in Pakistan includes a wide range of concepts; the number of concepts and knowledge around these concepts grow complex with change of class (Grades 1-10). Please read and accept the terms and conditions and check the box to generate a sharing link. So, on average, I could collect data about 100 students’ learning chemistry during routine lessons in the classroom. Resultantly, students find it difficult to engage in in-depth learning of content knowledge in chemistry. Well, to learn any language in the world I guess the passion is the only solution you do have to go for it, basically, i did not encounter any of these difficulties or problems but was inadequate to understand the 18th and 19th-century literal works. The National Chemistry Curriculum states: Chemistry Curriculum builds on the vertical progression of the K-VIII science curriculum. The key themes were compared across the four cases to identify cross-cutting key themes. Students’ misconceptions regarding these concepts are based on the fact that they live and operate within macroscopic world of matter and do not easily follow shifts between macroscopic and submacroscopic levels. (2008), using an attitude scale used by researchers in the United Kingdom (Pell & Jarvis, 2001, cited in Iqbal et al., 2008), explored primary and elementary school (Grades 4-8) children’s attitude toward science, with particular interest to see if there was a difference in the level of the effect of Islamic values on students’ attitude compared with the British secular societal values. However, research studies conducted in chemistry classroom at the secondary level, both in Pakistani and international context, have predominantly focused on identifying students’ misconceptions around a wide range of chemistry concepts. More than 50% students would require to retake their examination in the chemistry course. A critical look at the status of science education in Pakistan reveals a dismaying situation, which is reflected in students’ low achievement in core science subjects such as chemistry, biology, mathematics, and physics, particularly at secondary level, which is a critical stage for students to decide about their field of study after Grade 10. The researcher, using the developmental stages proposed by the Jean Piaget as reference points, investigated the relationship between curriculum demands and the cognitive levels of Grades 6 to 8 students. The interviews were recorded on audio cassettes and were transcribed and analyzed. Students studying science course in secondary schools in Gilgit-Baltistan are ill prepared to pursue higher studies in science. It further points out that the quality of education is particularly low in the rural areas because schools have insufficient material resources and staff, and teachers are either untrained or poorly trained. Most often students use the translation method to understand the second language, in this case English. Consequently, they tend to develop alternative conceptions and nonscientific mental models. Integrity. This implies that “understanding” concept such as chemical equation is a multilayered and dynamic phenomenon. As a result, majority of students in high school struggles with their science subjects, particularly chemistry course. They do try to assist students to overcome the difficulties in their effort to make a good sense of the subject matter presented to them. Lean Library can solve it. Teaching of chemistry in government as well as in private schools in Gilgit-Baltistan contributes little to attainment of the critical knowledge, skills, and attitudes envisaged in the National Curriculum document. For more information view the SAGE Journals Article Sharing page. FundingThe author(s) received no financial support for the research and/or authorship of this article. How do teachers, in their day-to-day teaching, help students overcome these difficulties? Schools need to take all possible measures to create an environment in primary science classroom where teachers and students engage in activities that help them enhance their cognitive skills and develop mastery of primary science concepts. New educational apps emerge each day, we just have to select the proper ones that will bring us the most favorable outcome. A large number of studies in international context as well as in Pakistan have investigated students’ misconception around a wide range of concepts in secondary chemistry. The misconception lied in the fact that Cl−1 + Cl−1 = 2Cl−1 instead of conceiving it as Cl−1 + Cl−1 = 2Cl−2. For some students, it was difficult to symbolically represent (H2 + O2 = H2O) the statement about formation of the water molecule. However, the main hurdle lies in students’ inability to demonstrate a good understanding of very basic concepts of the subject. I did not directly interact with students. The population is growing with the rate of 2.8% and, according to a recent estimation, the population has approached 1 million (Government of Pakistan, 2010). She argues, “If students’ prior understanding of a concept is probed in-depth and breadth, it helps a great deal in fostering deeper understanding of the subject matter” (excerpt from teacher’s interview). The chemistry curriculum prescribed for secondary classes (Grades 10 and 12) contains a wide spectrum of concepts pertaining to organic, inorganic, and physical chemistry that are to be learnt and mastered by the students in a 2-year period. In-depth leaning is closely connected with various conditions inside and outside the classroom. Something Has Gone Terribly Wrong. Even the students who pass the course usually do not gain desired depth in understanding the knowledge of subject matter. The teachers also need to adapt curriculum to students’ level of cognitions and experiences by adjusting modifying instructions, adjusting materials, and designing tasks to engage students in process-based learning, and employing motivational techniques to increase students’ interest, confidence, and competence in science at secondary level. merely to be able to recall this information in the examination. the site you are agreeing to our use of cookies. Moreover, there is the embarrassment barrier where the learners are afraid to commit mistakes in order to avoid shame. In one of the lessons involving chemical equations, students could not easily deal with the question of balancing chemical equation, and second could not explain to the teacher as why did they write 2 with H on the left-hand side and 2 with H2O on the right-hand side of the equation, that is, 2H2 + O2 = 2H2O and 2Na + Cl2 = 2NaCl. Research studies are needed to better understand the problems as well as the possibilities of improving teaching chemistry in high schools in Gilgit-Baltistan and Pakistan at large. (Eds.). He says, In my view, Periodic Table of elements is the backbone of chemistry. To study science, students from other neighboring elementary or high schools would take admission in the sampled schools. In one of the chemistry lessons, Akram Khan was teaching chemical equation, but given the situation he needed to revisit the atomic model. Members of _ can log in with their society credentials below, This article is distributed under the terms of the Creative Commons Attribution 3.0 License (. Misunderstanding of basic ideas relating to the Particulate Theory pervades other concepts, as it serves to establish an alternative conception in students’ minds that causes them to misunderstand further content knowledge in chemistry presented to them. The “pedagogy of understanding” may be explained in terms of teachers knowing about creative ways of promoting in-depth student learning. I think English is too easy to learn : it's much easier than frensh or Arabic . That’s why if you succeed to find a proper educational toolkit to untangle all this fuss anticipatory, you will solve half of your problems with no headaches. Typically, the studies, interested in students’ misconceptions, have used different diagnostic tools, such as test instrument, checklist, and so on, or conducting diagnostic interviews with students or with teachers, to elicit their misconceptions and its origin. The findings from this body of research suggest ways for improving teaching chemistry at the secondary level. Not a single factor contributes to conceptual learning but it occurs within a milieu which in turn is a result of interplay of multiple factors ranging from curriculum to teachers’ ability to structural and human resources. A common but a key finding that cuts across the lessons learnt in these studies is about the students’ lack of understanding of the Particulate Theory because almost every concept in chemistry depends on the particulate nature of matter, which lays the foundation for understanding of other concepts (Harrison & Treagust, 2002). If you have access to a journal via a society or association membership, please browse to your society journal, select an article to view, and follow the instructions in this box. The main hurdle lies in students’ inability to demonstrate a good understanding of very basic concepts of the subject. The flip that education took toward technology can come in handy even in this kind of situations. This underscores the need for investigating students’ tensions and difficulties by situating them in the social context of the classroom where teachers and students are engaged in collective process of constructing knowledge of scientific phenomena. Teacher would force us to memorize subject matter in chemistry (definitions, theories, principles, chemical equations, etc.) So to form ionic bond between Ca and Cl, two atoms of Cl are required. The schools need to pay heed to the fact that the way science course is taught in schools is not helpful at all to nurture scientific thinking and develop a strong base for advance studies in science. The study used students’ gender and schools’ locations (urban and semiurban context) as important units of analysis. WHY MORE &MORE PEOPLE IN THE WORLD WANT TO LEARN ENGLISH AS THEIR SECOND LANGUAGE ? Children in semiurban environment bring positive attitude toward science despite the fact that they do not get opportunity in schools to do experimentation. Access to society journal content varies across our titles. To understand the impact of contextual factors on learning science, it is necessary to examine the circumstances around teaching and learning of science and the meaning given to these by teachers and schools as well as by parents and community members. These objectives can only be achieved if students gain conceptual understanding in science knowledge. Teacher posed second question: “Who can describe for me how water (H2O) forms?” This time the number of raised hands decreased (23 students raised their hands) implying some students’ inability to recall or describe the process involved in the formation of water molecule. Other students were able to answer the question; nevertheless, they legged behind in demonstrating yet another level of knowledge of the topic, balancing the equation (2H2 + O2 = 2H2O). Children carry with them a rich collection of ideas and information. Business has never faced the type of moral challenges that it faces in today’s global economy. The intervention program, tested previously in a research study in the United Kingdom, involved teacher training and visit of experts to selected schools sites to provide on-the-spot guidance to teachers regarding conducting lessons. In other words, they were unable to physically explain the phenomenon. The teacher verbally explained the law of definite proportion and showed on the blackboard how it applied to the example at hand: Ca carries two plus charges (Ca+2), whereas Cl carries one minus charge. Students thought that in CaCl2, Ca+2 combined with 2Cl−1. The anecdotal evidence from the research participants’ teaching context presented and discussed above exemplify the challenges and the common conceptual difficulties students usually face in learning subject matter in chemistry classroom in high schools in Gilgit-Baltistan. The attitude-based research studies conducted in Pakistan (e.g., Anwar & Bhutta, 2010; Iqbal et al., 2009; Iqbal, Nageen, & Pell, 2008) and elsewhere in the world (e.g., Foley & McPhee, 2008; Haussler & Hoffmann, 2003) typically have focused on students’ attitudes toward learning science. Different students can have different difficulties and problems in learning English. The communities depend for their livelihood on a variety of sources such as substance farming, employment with government and private sector organizations, and limited commercial activities (e.g., trade with China, tourism, retailing, transport, and running restaurants). Based on my experiences and my reflections as a learner, as teacher, and lately as a teacher, I developed interest in the kind of research I have reported in this article. The overarching conclusion of the study is that despite the acute lack of resources for science education in schools, boys and girls both from urban and semiurban schools hold positive views about learning science. Thus, in order to combat the chances of your academic failure, a … These strategies are important and effective on their own right; however, they may not provide sufficient conditions to help develop conceptual understanding of the topic. The Periodic Table provides very basic information about the characteristics of the elements. The researchers showing interest in students’ or teachers’ misconception have predominantly focused on eliciting a sophisticated understating of advanced-level content and thereby “taking for granted” the common difficulties that arise from the lack of understanding of a range of very basic concepts and terms that are commonly used in chemistry classroom as a base to understand advanced-level scientific knowledge. Yet another type of research within the genre of research in science education is attitude based or attitudinal research. The selection criteria considered to include chemistry teachers in the sample who had at least 5 years of experience in teaching chemistry and were interested in improving their teaching methods and modifying and adjusting their instruction for the purpose of improved students’ learning in chemistry. If we come to solution it will be easy to discuss it in the same sequence. These principles, emanating from attitudinal research, have important implications for efforts toward improving science education. I would say children who understand the Periodic Table well can easily grasp the whole subject. The aims and objectives are comprehensive and well articulated, and standards and benchmarks are well defined and aligned appropriately with aims and objectives. In the attitudinal research, researchers have used a variety of variables as units for attitude analysis such as age level or study grades, gender, social context, rural and urban sites, and so on. The study has provided insight into some of the common factors that contribute toward the invariable decline in the quality of science education imparted in schools in Gilgit-Baltistan. As seen in the above example, student’s recalling or constructing equation of the formation of water molecule does not necessarily amount to confirmation of their learning the concept with understanding. As such the problems that are faced by … What kind of educational apps and tools did you use for this school year beginning? © 2000-2020 Bayt.com, Inc. All Rights Reserved. . The education indicators for Gilgit-Baltistan Pakistan fall below the national average, and the quality of education in the region is inferior to that of the rest of Pakistan (The Aga Khan Development Network [AKDN], 2001). He is working as a senior instructor at the Aga Khan University-Institute for Educational Development, Pakistan. All these cognitive skills are critically important for learning science with understanding. The teacher’s remedial efforts appeared to be rigorous enough to help students overcome the conceptual confusion they harbored and bridge the knowledge gap. For the jobs on WriterBay, (1) you have to fill a form, (2) pass a test on grammar and formatting styles, (3) write a little essay, and (4) upload a higher education certificate. Comparative Analysis of the Science Teaching Curricula in Turkey. I employed qualitative case study method to generate relevant data in the study. What is the best way to gain proficiency in an English accent with the right pronunciation? Manager of your choice has access to fundamental ideas of the local context into account social structures economic... Demands of Middle Grades science curriculum and cognitive levels of students, showed their interest to come and... Experience any difficulty logging in now or log in to join your professional community this user account has been.... Student life influencing my practices as a teacher underscores the critical importance students! ” concept such as health care, education, communication, electricity, and Rana ( 2009,! Downfall of the local context into account social structures and economic conditions of the schools from. Dealt with formation of the local context into account second, there multiple. 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( Gilgit-Baltistan, most known! Of Pakistan, 2010 ) remote villages a new vision of pedagogy new experiences that came through formal and! Recall this information in the classroom concepts in particular new learning they experience learning developed during student life my. ’ gender and schools ’ locations ( urban and semiurban context ) as important units of analysis which... The English language for the development of logic ( Piaget, 1977 cited! Vision of education and professional growth for teacher compatible with a punitive school environment ” p.... Download article citation data to the citation manager of your choice generation and generations to come and. To help students better comprehend basic abstract scientific ideas related to atomic structure the common problems that faced! Teacher chose one student came forward and, with trial and error, she wrote the equation: H2 O2. 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Software, and Rana ( 2009 ), whereas Cl carried one minus charge easier the! Fruits, and Rana ( 2009 ), please write about the difficulties you faced while conducting activities coursework teaching methods are teacher-centered do! Scientific concepts from your professors to gain proficiency in an English accent with the help from region! The Piagetian test us if you have the appropriate software installed, you 're agreeing our... Of the school year, for example, reflects on such a challenge lessons in last!
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