INTERROGATIONS AND PROSPECTIVE OF SCIENCE EDUCATION AT SECONDARY LEVEL IN PUNJAB PAKISTAN

http://dx.doi.org/10.31703/gpr.2020(V-I).21      10.31703/gpr.2020(V-I).21      Published : Mar 1
Authored by : MuhammadNisaUl Haq , MumtazGulKhan , MuhammadMahmood

21 Pages : 182-191

References

  • Bailin, S. (2002). Critical Thinking and Science Education. Science & Education, 11, 361-375.
  • Bekalo, S., & Welford, G. (2000). Practical activity in Ethiopian secondary physical sciences: Implications for policy and practice of the match between the intended and implemented curriculum. Research Papers in Education, 15, 185-212.
  • Donnelly, J. F & Jenkins, E. W. (2001). Science education: Policy, professionalism and change. London: Paul Chapman Publishing Ltd.
  • Ediger, M. (1999). Problems in Teaching Science. (ERIC) Document Reproduction.
  • Gallagher, J. (2000). Meeting challenges inherent in reform of science teaching and learning. Journal of Research in Science Teaching, 37(5), 399-400.
  • Gay, L. R., Mills, G. E., & Airasian, P. W. (2009). Educational Research: Competencies for analysis and applications (9th ed.). Columbus, Ohio: Pearson Merrill.
  • Government of Pakistan (2009). National Education Policy, 2009. Islamabad: Ministry of Education.
  • Government of Pakistan (2013). Country report of Pakistan regarding: Accelerating millennium development goals 2013-2015. Islamabad: Ministry of Education & Training.
  • Halai, N. (2008). Curriculum reform in science education in Pakistan. Science education in context: An international examination of the influence of context on science curricula development and implementation, 115-129. http://ecommons.aku.edu/book_chapters/109.
  • Hazen, R. M. (2002). Why should you be scientifically literate? American Institute of Biological Sciences.
  • Hill, J. C., &Tanveer, S. A. (1990). Developing a program to improve science education in Pakistan: A sixyear implementation cycle. Science Education, 74(2), pp. 241- 251. https://doi.org/10.1002/sce.3730740208.
  • Hussein, F., & Reid, N. (2006).'Working memory and difficulties in school chemistry'. Research in Science & Technological Education, 27(2), 161-185.
  • Jacques, H. & Poisson, M. (2001). Science Education for Contemporary Society: Problems, Issues and Dilemmas. Beijing, China: Retrieved from ERIC database.
  • Jessani, S. I. (2015). Science education: Issues, approaches and challenges. Journal of Education and Educational Development, 2(1),79 - 87.
  • Mathews, M. R. (2000). Times for science education. New York: Kluwer
  • Murphy, A., & Janeke, H. (2009). The relationship between thinking style profiles and emotional intelligence: an exploratory study. South African Journal of Psychology, 39(3), 357-375.
  • National Education Policy (1972-80). Grades IX-X, Government of Pakistan, Ministry of Education.
  • National Research Council (1996). National Science Education Standards. Washington, DC: National Academy Press.
  • Osborne, J., & Collins, S. (2001). Pupils' views of the role and value of the science curriculum: A focusgroup study. International Journal of Science Education, 23(5), 441-467.
  • Ribas,W. B. (2005). Instructional Practices that Maximise Student Achievement: For teachers, By teachers, Ribas Publications: USA
  • Rowlands, S. (2008). The crisis in science education and the need to enculturate all learners in science. In Petroselli, C. L. (Ed.), Science education issues and development (pp. 117-1). New York: Nova science publisher.
  • Sharma, R. A. (2004). Technological foundation of Education. Meerut, India: Surya Publication.
  • Shukla, R. (2014). Dictionary of Education. New Delhi: A.P.H. Publishing Corporation.
  • Sternberg, R. J., Grigorenko, E., & Zhang, L. (2008). Styles of learning and thinking matter in instruction and assessment. Perspectives on Psychological Science, 3(6), 486-506. doi:10.1111/j.1745- 6924.2008.00095. x.
  • Wallace, J., & Louden, W. (Eds.). (2002). Dilemmas of science teaching. London: Routledge, Falmer.
  • Wolf. A. (2004). Education and economic performance: Simplistic theories and their policy consequences. Oxford Review of Economic Policy, 20 (2), 315-333.
  • Zhang, L. (2008). Preferences for teaching styles matter in academic achievement: scientific and practical implications. Educational Psychology, 28(6), 615-625. doi:10.1080/01443410802004634.
  • Zin, S. M. S. (2003). Reforming the science and technology curriculum: The smart school initiative in Malaysia. Prospects, XXXIII, 39-50.
  • Bailin, S. (2002). Critical Thinking and Science Education. Science & Education, 11, 361-375.
  • Bekalo, S., & Welford, G. (2000). Practical activity in Ethiopian secondary physical sciences: Implications for policy and practice of the match between the intended and implemented curriculum. Research Papers in Education, 15, 185-212.
  • Donnelly, J. F & Jenkins, E. W. (2001). Science education: Policy, professionalism and change. London: Paul Chapman Publishing Ltd.
  • Ediger, M. (1999). Problems in Teaching Science. (ERIC) Document Reproduction.
  • Gallagher, J. (2000). Meeting challenges inherent in reform of science teaching and learning. Journal of Research in Science Teaching, 37(5), 399-400.
  • Gay, L. R., Mills, G. E., & Airasian, P. W. (2009). Educational Research: Competencies for analysis and applications (9th ed.). Columbus, Ohio: Pearson Merrill.
  • Government of Pakistan (2009). National Education Policy, 2009. Islamabad: Ministry of Education.
  • Government of Pakistan (2013). Country report of Pakistan regarding: Accelerating millennium development goals 2013-2015. Islamabad: Ministry of Education & Training.
  • Halai, N. (2008). Curriculum reform in science education in Pakistan. Science education in context: An international examination of the influence of context on science curricula development and implementation, 115-129. http://ecommons.aku.edu/book_chapters/109.
  • Hazen, R. M. (2002). Why should you be scientifically literate? American Institute of Biological Sciences.
  • Hill, J. C., &Tanveer, S. A. (1990). Developing a program to improve science education in Pakistan: A sixyear implementation cycle. Science Education, 74(2), pp. 241- 251. https://doi.org/10.1002/sce.3730740208.
  • Hussein, F., & Reid, N. (2006).'Working memory and difficulties in school chemistry'. Research in Science & Technological Education, 27(2), 161-185.
  • Jacques, H. & Poisson, M. (2001). Science Education for Contemporary Society: Problems, Issues and Dilemmas. Beijing, China: Retrieved from ERIC database.
  • Jessani, S. I. (2015). Science education: Issues, approaches and challenges. Journal of Education and Educational Development, 2(1),79 - 87.
  • Mathews, M. R. (2000). Times for science education. New York: Kluwer
  • Murphy, A., & Janeke, H. (2009). The relationship between thinking style profiles and emotional intelligence: an exploratory study. South African Journal of Psychology, 39(3), 357-375.
  • National Education Policy (1972-80). Grades IX-X, Government of Pakistan, Ministry of Education.
  • National Research Council (1996). National Science Education Standards. Washington, DC: National Academy Press.
  • Osborne, J., & Collins, S. (2001). Pupils' views of the role and value of the science curriculum: A focusgroup study. International Journal of Science Education, 23(5), 441-467.
  • Ribas,W. B. (2005). Instructional Practices that Maximise Student Achievement: For teachers, By teachers, Ribas Publications: USA
  • Rowlands, S. (2008). The crisis in science education and the need to enculturate all learners in science. In Petroselli, C. L. (Ed.), Science education issues and development (pp. 117-1). New York: Nova science publisher.
  • Sharma, R. A. (2004). Technological foundation of Education. Meerut, India: Surya Publication.
  • Shukla, R. (2014). Dictionary of Education. New Delhi: A.P.H. Publishing Corporation.
  • Sternberg, R. J., Grigorenko, E., & Zhang, L. (2008). Styles of learning and thinking matter in instruction and assessment. Perspectives on Psychological Science, 3(6), 486-506. doi:10.1111/j.1745- 6924.2008.00095. x.
  • Wallace, J., & Louden, W. (Eds.). (2002). Dilemmas of science teaching. London: Routledge, Falmer.
  • Wolf. A. (2004). Education and economic performance: Simplistic theories and their policy consequences. Oxford Review of Economic Policy, 20 (2), 315-333.
  • Zhang, L. (2008). Preferences for teaching styles matter in academic achievement: scientific and practical implications. Educational Psychology, 28(6), 615-625. doi:10.1080/01443410802004634.
  • Zin, S. M. S. (2003). Reforming the science and technology curriculum: The smart school initiative in Malaysia. Prospects, XXXIII, 39-50.

Cite this article

    APA : Haq, M. N. U., Khan, M. G., & Mahmood, M. (2020). Interrogations and Prospective of Science Education at Secondary Level in Punjab, Pakistan. Global Political Review, V(I), 182-191. https://doi.org/10.31703/gpr.2020(V-I).21
    CHICAGO : Haq, Muhammad Nisa Ul, Mumtaz Gul Khan, and Muhammad Mahmood. 2020. "Interrogations and Prospective of Science Education at Secondary Level in Punjab, Pakistan." Global Political Review, V (I): 182-191 doi: 10.31703/gpr.2020(V-I).21
    HARVARD : HAQ, M. N. U., KHAN, M. G. & MAHMOOD, M. 2020. Interrogations and Prospective of Science Education at Secondary Level in Punjab, Pakistan. Global Political Review, V, 182-191.
    MHRA : Haq, Muhammad Nisa Ul, Mumtaz Gul Khan, and Muhammad Mahmood. 2020. "Interrogations and Prospective of Science Education at Secondary Level in Punjab, Pakistan." Global Political Review, V: 182-191
    MLA : Haq, Muhammad Nisa Ul, Mumtaz Gul Khan, and Muhammad Mahmood. "Interrogations and Prospective of Science Education at Secondary Level in Punjab, Pakistan." Global Political Review, V.I (2020): 182-191 Print.
    OXFORD : Haq, Muhammad Nisa Ul, Khan, Mumtaz Gul, and Mahmood, Muhammad (2020), "Interrogations and Prospective of Science Education at Secondary Level in Punjab, Pakistan", Global Political Review, V (I), 182-191
    TURABIAN : Haq, Muhammad Nisa Ul, Mumtaz Gul Khan, and Muhammad Mahmood. "Interrogations and Prospective of Science Education at Secondary Level in Punjab, Pakistan." Global Political Review V, no. I (2020): 182-191. https://doi.org/10.31703/gpr.2020(V-I).21