1

ASSIG
NAME: AYESHA NMENT MAQSOOD

ROLL NO. BZ787155

COURSE CODE: 6773 NO. 1

SUBMITTED TO: DR. TANVEER AFZAL

Contents Page No.

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Introduction 03
Social vs personal family model 03
Strategies in personal family model 04
Elements of personal family model 04
Example 06
Social Interaction model 06
Strategies in Social Interaction model 07
Elements of Social Interaction model 08
Example 09
Conclusion 10
Introduction 12
Inductive thinking model and its applications 12
Elements of Inductive thinking model 13
Application and example of Inductive thinking model 16
Conclusion 17
Introduction 19
Mastery learning and its application 19
Process to apply this model 20
Example and Conclusion 23
Introduction 25
Aims of science teaching in Pakistan 25
Aims at elementary and secondary level 27
Conclusion 28
References 29
Table of contents:
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Q-1 Compare and contrast the social and personal models of teaching provide
examples from real classroom setting to differentiate between two models.

Ans: Introduction:

People are different in their beliefs, intellects, thinking, skills and values. This difference brings
variety which is the essence of life. These differences are also faced by teachers in classroom.
One most important difference is learning style of students which is tackled by the teacher by
introducing different ways through which students can absorb new learning effectively and they
can make good learner. Effective teaching takes place through teaching models. Teaching
models are instructional designs which are used to plan curriculum, to describe the
environmental settings which ensures such learning through which behavior of students changes.
These models are important because they enhance the thinking, clarify the concepts and make
sure the involvement of students in cognitive as well as social tasks. Basic concept of all
teaching models is shown as:

Fig: Concept of Teaching models

Some models are teacher centered and others are student centered. Different teaching models are
social family model, personal model, behavioral model and information processing model. In
this question, I am going to compare social and personal family model and their application in
classroom setting.

Social interaction Vs Personal family model:

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Personal family model:

This model helps in the development of self-confidence, selfhood individual and emotional life
of individual. They help to stimulate the individual creativity and focus on him and their goals to
make a competent personality. These models help individuals to well aware of their emotions
and their effect on other aspects of their personality. Students are able to understand themselves
in more detail and enhance their competences. Personal family model is important when students
reflect their personal goals during learning.

Models of this family are:

 Non-Directive Teaching Model

 Synectics Teaching Model
 Awareness Training Model
 Conceptual System Model

Strategies used in Personal Family model:

Different strategies used in personal family model are:

 Nondirective teaching: It focuses the self-awareness of individuals, their understanding and

concepts. There is a partnership relation between student and teacher having common goal
that is holistic development of child.
 Research project: Teacher gives any project to research according the interest of students. It
improves the cognitive ability and thinking skills.
 Handicraft project: In this strategy, students show their skills according to their aptitude.

Different elements of personal family Model are as:

1. Syntax:
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Teacher will define helping situation, explore problems, develop insight, plan, decide and make
integration.

2. Social System:

Teacher creates cooperative environment and directed the students to develop their process of
learning at their own pace and enable them to overcome their difficulties in learning process.

3. Principle of Reaction:

Teacher is facilitator towards students and is concerned with individual differences and design
instructional strategies according to these differences. Teacher tries to increase the comfort zone
of students to observe their personality and extent of learning. Basic requirement is to guide
students how to learn.

4. Support System:

All supported documents that helps individuals according to their needs.

5. Instructional and Nurturant effect:

Instructional and Nurturant effect of Personal family model is shown as:

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Fig: Instructional and Nurturant effect of personal models

Example:

During personal model implication in classroom, teacher performs the role of facilitator as in
non-directive teaching strategy. Students are free to present their ideas. For example, lab work.
Teacher is going to conduct practical work regarding titration. Teacher will introduce the concept
of titration, indicators and end points and guide how to perform titration to find end point. All
students work individually and find the end point of titration on which color changes. This
individual performance increases their understanding, self-esteem and confidence.

Social Interaction family model:

This model focuses on the interaction of a person with society, group or any other person. Main
objective of this model is to help individuals as they can learn with the help of each other and
build learning communities, Identified the social or academic problems and then solve these and
develop productive way to interact with other in democratic environment. With the help of this
model, students become familiar with personal as well as social values and they learn skills to
behave in society. Social models are needed when students have to use scientific and social
knowledge to make decision about any situation faced by them.
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Models of this family are:

 Group Investigation Model

 Role Playing Model
 Jurisprudential Inquiry Model
 Laboratory Training Model
 Social Simulation Model
 Social Inquiry Model

Fig: Social Family Model

Different strategies used in social family model are:

 Collaborative learning: It involves cooperative learning among students in which sharing of

tasks, ideas takes place.
 Classroom meetings: These meetings make the learners responsible and they share their
responsibility towards himself and others.
 Graffiti model: It is a cooperative learning strategy in which teacher divides the students in
to small groups and pose questions to each group. These answers are then exchanged by all
other groups and all groups read and discuss responses with each other.
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 Jigsaw: It is a cooperative strategy in which teacher forms group and one aspect of any topic
gives to one group and other aspect to another group. Member of one group share this aspect
to other member, discuss and then give concept to group fellows.
 Simulation: It is the imitation of any real situation in which teacher gives problem to solve.
As Role playing and Socio drama.
 Social Inquiry: It is a problem-solving technique used social issues.
 Jurisprudential: It is a way to solve social issues by dividing class according to their view
points against or in favor.

Different elements of social family Model are as:

1. Syntax:

Teacher will introduce the topic and present facts and identify the issues faced by students.
Finalize the problem, form two groups and discuss. Take views agree or disagree then critic
arguments both groups with each other

2. Social System:

Teacher starts the task, control the discussion and then students take the responsibility. Social
climate is open, intellectual and equal.

3. Principle of Reaction:

Respect the opinions of all students and teacher will not directly evaluate their opinions. Use of
questions, dialogues and contradiction by students. Issues are discussed thoroughly and ideas
discussed logically.

4. Support System:

All supported documents that guides about situation of problem.

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5. Instructional and Nurturant effect:

Instructional and Nurturant effect of Social family model is shown as:

Fig: Instructional and Nurturant effect of social models

Example:

Social family model is best applicable in classroom when it is needed to learn any concept
through collaboration. For example: Teacher can teach the carbon cycle to the students through
collaboration or group work. Teacher can use the card games for this purpose as he will provide
different cards about the detail of carbon cycle and participants of groups arrange these cards
with the help of each other and design carbon cycle. This activity gives the opportunity of
discussion also and students learn about carbon cycle as well as sense of sharing, responsibility
and different social skills.
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Similarly, animal cell and plant cell can be taught by using this strategy. This cell contains
different organelles. Students will collect cards of different organelles and placed in a cell wall of
plant cell and discuss with other group members that what is the function of that organelles.

Application of models:

Social and personal models enable students to learn through scientific concepts and create link
between theory and practice. Models facilitate teachers as well as students. Objectives of
teachers clarify through these models and teacher can develop experiences for deep learning.
Teachers can engage students in an effective and meaningful way and apply that instructional
model through which students can best learn. These models increase the aptitude of students for
learning, retain their information for longer time and compensate learners according to individual
differences. Social family models develop those skills which are needed to work in groups with
collaboration and enhance the sense of responsibility and safety. Models facilitate the teachers
and learners to overcome the hurdles faced during learning and teaching process. These are
designed to achieve desired educational goals. They create such desired environment which
bring specific change in behavior of students. These models serve as pattern to shape curriculum
and instructional methods in classroom to achieve learning outcomes. Theories are best learned
with the help of models because they provide the opportunity to apply theories in real setting.

Conclusion:

Teaching models are very effective strategies which are used to enhance learning. They map out
a perfect and well-organized scheme of teaching. They enable the teachers to sensitize about
their weaknesses and strengths of teaching and to plan effectively their activities. These models
help teachers during feedback session and provide proper guidance. These are used according to
classroom setting. It depends on the nature of topic, method of presentation and classroom
environment that which model will be more effective according to situation. So, teacher should
well aware about the idea behind these models. If teachers have come to know that which type of
model should be implement in which environment then it can be best implemented and learning
objectives achieved successfully.
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References:

1. Aileen Aslam. (2012). Models of Teaching. Retrieved from: http://www.slideshare.com

2. Amin Beigzadeh, Masoumeh Rahimi. (2016). Social family models: a way to foster social
skills and learning. Retrieved from: https://www.researchgate.net
3. Bruce Joyce Emily Calhoun. (2012). Models of Teaching: A Working Professional
Repertoire
4. Dr. V.K. Maheshwari. (2013). Models of Teaching. Retrieved from:
https://www.researchgate.net
5. Leslie Owen. (2014). The second principle. Retrieved from:
http://www.semanticscholars.com
6. Linda S Behar-Horenstein. (2005). Teacher’s Use of Models of Teaching. Retrieved from:
https://www. modelsofteaching.org
7. Maker, J. C. & Shieve, S. W. (2005). Teaching Models in Education of the gifted 3rd edition
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Q-2 Elaborate the application of Taba Hilda’s model of inductive thinking by

providing examples from local context.

Ans: Introduction:

There are lot of teaching models which can apply for effective teaching. Important factors which
can be considered before the implementation of model are achievement of pupil, instructional
objectives, classroom experience, curriculum change, specification of subjects and community of
school etc. Teacher should familiar about the delivery of content, misconception and features of
subject and idea to dealt with them. Collection of content, decisions and teaching strategy proves
a stimulus for effective teaching which has high expectations. Learning become fruitful and
effective when lessons are sequences and well structured, learners know about objectives of
lesson clearly. Teaching models are the stimulus for effective teaching. They not only assist the
pupils to develop the understanding of subject but if presented in right approach, provide tools
through which learner can used them as support to develop his own learning. Inductive strategy
requires learners to sort out, arrange information and formulate hypothesis. Inductive thinking is
one of powerful way to solve problems. Inductive thinking model presented by Hilda Taba in
1967 which belongs to cognitive family models. In this question, I am going to describe the
inductive model of teaching by Hilda Taba and application of this model in real context.

Inductive thinking Model and its application:

Basic thinking skill is the ability to create concepts as this model of Hilda Taba finds ways to
become skillful in the discovery of information and organize them. It helps to create and test
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hypothesis and describe cause and effect relationship among data. This model suggests to
process information through inductive approach. Main focus of this model is to develop concepts
and mental abilities through cognitive tasks. Taba emphasize to develop creativity and inductive
thinking among students to predict outcomes, hypothesize unfamiliar data and try to find link in
data.

Inductive thinking is a way of learning that encourages students to make generalizations about
different concepts and then explored Inductive thinking model of teaching is presented by Hilda
Taba which is based on three assumptions.

1. Thinking can be taught.

2. There is an active transaction between instruction material and individual during thinking.

3. Thinking is lawful as thinking process evolve a system in sequence.

According to Hilda, thinking is a psychological process and to teach thinking skills, proper
teaching strategies are designed. This model is also known as information processing model and
it is concerned with intellectual development as compared to social and emotional development.
This model is effective in term that it helps learners to build knowledge. It follows the
constructivist approach of learning. Components involves in every model of teaching are Syntax,
Social system, Principles of reaction, support system, application and instructional, nurturant
effect.

1. Syntax:

Sequence of activities makes syntax of strategies of teaching. Each strategy has its three phases:

1. Concept Formation
2. Data Interpretation
3. Application of principles
i. Concept Formation:

This is the first stage of Hilda’s inductive model which involves:

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 to identify and enumerate data that relates to our data.

 Group those data on the base of basic similarities.
 Develop categories and labelling of group

If we want to involve students in all these activities then teacher moves forward in the form of
questions. These questions should be related to specific type of activity. For example: If teacher
exposing students to zoo and ask questions about animals like in this asks question, what did
they see? motivates the students to list all those things which they had seen. Another question,
what belongs together? motivates the learner to classify those things which he has enumerated
like cat, dog, goat placed in one group. Third stage’s related question, what would we call these
groups? motivates learner to formulate categories. group of mammals, fish and amphibians etc.

ii. Interpretation of data:

This stage is based on mental activity which is interpreting or generalizing. This stage involves
following activities.

 Differentiation among categories e.g. identify point and differentiate

 Establish relationship among them e.g. relate points to each other and find cause effect
relationship
 Find implications e.g. mark differences
iii. Application of principles:

This stage involves cognitive ability involves application of new principles to explain new
phenomena. In this stage students perform different tasks:

 Analyze the nature of problem

 Retrieve relevant knowledge
 Determining casual links
 Verify hypothesis
 Use logical principles
2. Social System:
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Social system of this model is classroom environment which is very cooperative and students
learn through activities with high emotions. Teacher prepares activities in sequence and starts the
lesson with cooperation and control.

3. Principles of Reaction:

Important tasks carried by teacher are:

 Provide clear instructions about activities

 Plan proper cognitive tasks
 Before application, complete enumeration and list activities
 Monitor that students properly handle the information or not
 Construct proper questions to motivate students for thinking
 Make students ready for new cognitive experiences
4. Support system:

In this model, task of the teacher is to support the learners in such way that they can use the
information moving from simple to complex. Teacher helps the learners to enhance their general
abilities of their system and further process information.

5. Instructional and Nurturant Effects:

This model instructs students to formulate concept on the base of information. Nurturant effect is
to use logics, nature of data to develop attention of learners.
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Fig: Instructional and Nurturant effect of Hilda’s model

Application of Taba Hilda’s model of Inductive thinking:

This model is based on learning by thinking. This is used to enhance the thinking capacity of
students. Large amount of information can be processed. Teacher can apply this model in any
area of curriculum. We can impart creative thinking among students. By using this model, a
student can be able to use information for problem solving. During this model, concept formation
strategy is used which is helpful for young students. This model is used for active learning and
high order thinking among students and they are able to apply principles effectively.

Example:

Here is an example of inductive thinking model by Hilda Taba. It works from specific
observation to generalization and theories. It is bottom up approach. Teacher starts with specific
observation, measure and detects pattern, formulate some tentative hypothesis and finally
develop some general theory. For example, A teacher is going to introduce the concept of
vertebrates and invertebrates in 5th grade through inductive teaching model. First step is the
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concept formation so teacher will give the concept of vertebrates and invertebrates and define
them as vertebrates have backbone and invertebrates have not. Students will listen the teacher
and make concept about vertebrates and invertebrates. Teacher will ask the students to find out
the animals with and without backbone in your surroundings. Next step is grouping in which
teacher will perform an activity and cooperative learning takes place. Teacher will give the
pictures to the students and ask them to make a group of vertebrates and invertebrates. After this
labeling takes place and teacher asks students to label all vertebrates and write their name and
invertebrates separately.

Next strategy is Interpretation of data in which teacher ask the students to find the cause effect
relationship among vertebrates and invertebrates. Students will find similarities and differences
among vertebrates and invertebrates and make inference about their concept. Now students are
ready to apply the principles they have learnt. Now teacher can ask students to find out more
vertebrates and invertebrates from their environment. Students can make hypothesis and
generalize this concept that all vertebrates have backbone.

Fig: Inductive approach of learning

Conclusion:

Learning by thinking has a vital role in teaching learning process to teach students how they can
learn better. If we engage students regularly in activities related to inductive thinking then they
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are able to think critically and can apply the concepts in real life. This model reflects thinking
and enhance cognitive abilities of students. Learning is cooperative so it is more interesting for
learners. It develops the high order thinking skills of cognitive domain. Students do self-
discovery in this model and leads towards better integration. The essence of this model is,
“Learning by thinking is an integral part of teaching learning process and learn to think.

References:

1. Dr. Mujibul Hasan Siddiqui. (2013). Inductive Thinking Model of Teaching: Increase
Capacity to Handle Information Assistant Professor, Department of Education, Aligarh
Muslim University, Aligarh Uttar Pradesh
2. Dr. Sudha Pandeya. (2019). Hilda Taba Inductive Thinking model. Retrieved from:
http://www.slideshare.com
3. Joyce, Bruce. (1985). models of teaching printice hall India private limited new Delhi,
Ashish Publishing House, New Delhi. ISBN NO 81-7024- 542-7
4. Siddiqui Mujibul Hasan & Khan. (1991). Models of teaching; Theory and Research, New
Delhi, Ashish Publishing House. ISBN NO
5. UK Essays. (2018). Applying the inductive teaching model in teaching. Retrieved from
https://www.ukessays.com/essays/education/applying-the-inductive-teaching-model-in-
teaching-education-essay.php?
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Q-3 Discuss the application of mastery learning for teaching of science at

secondary level.

Ans: Introduction:

It is the right of every individual that he can learn with their individual differences. In our
institutions, mostly learning methods are based on group work in which some students learn well
and other learn less. When teacher works with group of students then interaction between teacher
and some students are effective but not with all students because some are slow learners and
learn with their own pace. These students need more time, concentration and facilities to achieve
their goals. According to psychologists, learning will be effective if it is organized in such a way
that each learner can participate, perform and learn on the base of his abilities.

We need such individual teaching methods to achieve learning goals through which every
student can act with his own pace. One of such individual learning methods is Mastery learning
method which is based on different theories but all have common goals. Mastery learning is an
instructional method and it claims that all students are able to learn and can achieve mastery if
we give them proper time, attention and accurately assess the instructional objectives. In this
question I am going to explain the application of Mastery learning method for secondary class
students.

Mastery learning and its application:

Mastery model of learning is formulated by Benjamin S. Blooms and John B. Carroll in 1960
and belongs to behavioral family model which helps the students to attain satisfactory level of
learning. In this model, students can move towards other goal when they gain mastery in first
learning goal.

Core idea behind mastery learning is aptitude. Students can learn with their own pace during the
implication of this model. Moreover, feedback which is given by teachers at the end of each
concept proves very helpful for learners. This model believes on this that each and every student
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can learn if we give them right and effective environment to learn. It is equally helpful for
auditory, visual and kinesthetic learners.

Fig: Core idea of Mastery learning model

Mastery learning model is based on three assumptions:

 Almost every student can learn to achieve mastery in any topic.

 Some students need more time to learn than others.
 Some students need more help to achieve goals than others.

Process to apply this model:

We know that basic purpose of science education is to explore, development of new ideas,
problem solving, understanding and implications of new innovations. So, knowledge of science
is necessary for effective learning. Mastery learning model can be easily applied in classroom
setting for science teaching at secondary level because this model has clear objectives for science
and make science more reasoning, discussing and problem solving. This model emphasizes on
the individual interests and creativity for science teaching. It has positive impact on cognitive
ability of learners and their rate of learning. Interest and aptitude of students has increased by
using this model because it is concerned with individual differences as compared to traditional
methods.

During the application of mastery learning model in classroom, teacher divided the whole
curriculum in instructional units with proper arrangement. Teacher will teach a piece of this
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curriculum first like one topic and then conducts assessment and evaluate each student to check
his understanding of that topic. Students who gain mastery in that topic move forward and
teacher will involve them in extra activities to enhance their learning and teacher will give them
more time and more opportunity for revision of practices to those students who failed to achieve
their first goal. Teachers can easily apply this model in classroom even they have not expertise
about this because simple strategies needed.

Different elements of this model should consider for its implementation.

1. Focus:

Focus of this model is that every student can learn and achieve goal and mastery if proper time,
instructions and help is provided according to their aptitude and need. Almost all (95%) students
can achieve mastery and if they fail then it is the failure of teacher and system.

2. Syntax:

It consists of following phases:

 Small discrete units: Teacher will adjust time and divided curriculum in to different units.
 Selection of objectives: Teacher will write objective and SLO’s for each unit.
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 A logical Sequence: Make sure that division of curriculum in to units is in sequence and
proper time has delivered to each unit for the development of critical thinking among
students.
 Evaluation: Next to plan how teacher will assess and evaluate the skills of students.
Formative assessment is commonly used to assess step by step for effective learning.
 Demonstration of Mastery: Students who are successful to achieve mastery in their
learning goals can involve in group work, projects in pairs etc. to enhance critical thinking.
 Additional activities for slow learners: Teacher plan activities for those students who are
unable to achieve goals but these should be different from previous one. Flipped classroom
is a best strategy which can be used with mastery learning in which students listen any
specific lecture at home and next day will discuss with teacher in classroom.

3. The principle of reaction:

Main concern of model is to help the learners to achieve mastery in that content which has to be
taught. During the application of this model, speed of learner is not considered. Teacher knows
about the difficulties faced by the learners with the help of formative assessment. Teacher makes
the students conscious about this that your concern should be learning completely rather than just
completion of given task and told them that the student which is slow learner is not inferior than
those who achieve mastery rapidly because every student learns with his own pace. Teacher
helps slow learners to gain self-confidence and give them hope for success by encouraging self-
analysis and intrinsic motivation.
4. Social System:
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For the achievement of mastery for whole class, teacher arranged the class in small groups and
appoints the high achievers as monitor and ask them to help slow learners individually.
In this way, model encourages the pupil to pupil interaction in class.
5. Support System:
Application of this model in classroom requires additional support as compared to normal
classroom setting as it requires frequent formative and diagnostic assessment, proper evaluation
and remedial teaching for slow achievers in the light of feedback.
6. Application:
 This model is effectively applicable for secondary class students.
 It helps to develop self-confidence and in spiration among slow learners.
 It enhances the cognitive and problem-solving abilities of students.
 It makes them mastery of any subject.

Example:

In a chemistry class of secondary level for example 9th, teacher is going to give the concept of
periodic table through mastery learning model. First of all, teacher will split the periodic table in
small chunks as columns, rows, atomic no. and atomic mass, metals, non-metals and metalloids.
Teacher will specify the objectives of this lesson and then give concept through different
activities like teacher can ask students to arrange in vertical line to give the concept of column
and similarly in horizontal line to give the concept of rows of periodic table. Teacher can use
different charts and cards with the name of elements to give the concept of periodic table.
Teacher will take the assessment after completing one concept. Those students which perform
well and achieve mastery can involve in other activities and can arrange groups for pair to pair
learning. Slow learners will be given more time and help to achieve mastery and when whole
class learns then teacher will move towards next objective.

This model is effective in many settings and provides an opportunity to those students whose rate
of learning is slow that they can got mastery in previous concept critically before moving
towards new concept. Similarly, this is important for fast learners and gifted students as after the
achievement of mastery in one concept they can move towards next concept and also engage in
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extra creative work which enhance their understanding and broaden their views. Extra creative
work is an interesting challenge for gifted student.

Conclusion:

It is concluded that, mastery learning model believes on this assumption that all students can
learn if we provide them proper time, sufficient instructional assistance according to their pace,
interest and aptitude. It provides opportunity to the learners that they can develop their
knowledge and self-confidence. Adaptive technology is helpful to learn the student. Peer and
pair to pair interaction helps to share learning experiences. This model proves to be effective for
science teaching in effective way. By using flipped classroom strategy, teachers have the
opportunity to record their lecture and provide this to learners to review its at home. Learning
through mastery learning model is lifelong because when student learns with his own pace then it
will not be cramming but its life lasting.

References:

1. Dr. Umendar Malik. (2020). Mastery learning model. Retrieved from: http//:
www.slideshare.com
2. James Lonnie. (2017). How can I Implement the Mastery Learning Model in my Classroom?
3. Majid. Damavandia, Zahra Shekari Kashanib. (2010). Effect of mastery learning method on
performance and attitude of the weak students in chemistry. Retrieved from:
www.sciencedirect.com
4. Sabin Smith. (2017). Mastery learning model. Retrieved from: http//:
www.physicscatalyst.com
5. Stephen Noonoo. (2019). How to Bring ‘Mastery Learning’ to the Classroom. Retrieved
from: https://www.edsurge.com/
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Q-4 Discuss the general aims of teaching science at secondary/elementary level

in Pakistan.

Ans: Introduction:

Our country is facing numerous changes regarding social, economic and culture that have drastic
effects on our lives. Now there is increasing global interdependence for sustainable environment.
Science and technology have a significant role for the development of life, integrated
international economy and rapid innovation. Science education is basic key to induce scientific
literacy and strong future for youth of Pakistan. Scientific literacy is fundamental to understand
the world in which we are going to cope with challenges. It enables us to ask question, clarify
concepts, observe and explain things. Purpose of science teaching is to enhance scientific
thinking so we can say that our mission is to enhance scientific literacy among our students. In
this respect it is essential for us to know about the aims of science teaching because before the
initiation of any mission we should come to know about the purpose of that mission. Knowledge
of aim is necessary for us because without this knowledge our teachers are like sailors who are
not aware to his destination and students are like rudderless vessel which is drifting towards
ashore. In this question, I am going to discuss general aims of teaching science at
secondary/elementary level in Pakistan.

Aims of Science teaching in Pakistan:

Aims are broad and general statements which reflects that end results towards which our whole
education system is moving. Aim directs, shape our efforts towards any product. Aim is a
starting point which clears our vision and shows value judgement. Aims provides guidance about
educational process and they are based on philosophy of education of any country.

“An aim is a foreseen which gives direction to certain activities and motivates
 26

the behavior of humans.”

(John Dewey)

Pakistan is a developing country and experiences the cultural, technological and social changes
which effect the life of common people in Pakistan. It also affects the rapidly changing world
and desires to achieve the sustainable development. Progress in science and technology also
increasing the demand of science in every field of life. Thus, science education is playing a
fundamental and important role in advancing the Pakistani society. Significance of science
education is also increasing because nowadays to understand the world it is necessary to
understand the science principals and laws. Learning in science is crucial to understand the
world, to explain thoughts, pose inquiries, to test hypothesis through estimation and perception
and to utilize their discoveries to build up the value of the thought. Science isn't viewed as
simply aim and worth free however it perceived as being essential for human encounters.
Knowledge of aims is essential for every science teacher.

The ministry of education constituted the curriculum development and review committees who
reviewed the curriculum and set the aims of science education at elementary and secondary
levels. Before setting the aims of science education this committees undergo the reviews of many
national and international case studies and review the need of assessment which our curriculum
requires to meet the international standards.

Focus of Science curriculum at Elementary level:

In Pakistan at elementary level the focus of science curriculum is child center, inquiry based and
outcome focused.

 Inquiry based Curriculum:

Senses play an important role in scientific knowledge. Science is an organized, systematic and
planned procedure about natural phenomena. It is considered that this procedure of inquiry helps
the individuals to derive the scientific knowledge. In science education, students learn how to
become a scientist and to inquire things because with the help of inquiry a student not only
discovers new things but also understand the relation among the different components.
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 Child Centered Curriculum:

Every child is special and needs special attention in education as well as in science subjects.
Science education demands to promote the critical thinking among student that they view the
existing world differently. Child center curriculum required that focus on every child irrespective
of their culture, social status and gender. Science should be taught keeping in view the individual
difference of children.

 Outcome focused Curriculum:

Science education curriculum is based on out-comes. It includes well-defined and specific

outcomes. These outcomes are based on challenging situations which enhance the student’s
critical thinking. We should provide such type of learning to students which help to achieve the
science curriculum outcomes. Prepare students in such a way that they able to recognize the
importance of different activities and achieve outcome through those activities.

Aims of science education at elementary level:

The aim of science curriculum at elementary level is to enhance the scientific literacy and
understanding among students in such a way as:
 Develop a sense of curiosity among students of all grades. Promote critical thinking among
students and enable them to get benefits from scientific endeavors.
 Train students in such a way that they critically deal the social, environmental and cultural
issues which are related to science and technology.
 Provide students fundamental and basic facilities which help to develop scientific
understanding of the world.
 Develop such type of aptitude and skill among students which in variety of profession related
to science and technology.
 To ensure the scientific community, teacher will nurture scientific talent of students.

Aims of science education at secondary Level:

At secondary level students start studying science as a special subject and advance topic of
science comes in to consideration. Student plan and select science for their study and career.
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According to 2009 curriculum draft, following are the aims of science education at secondary
level:

 Encourage students to develop curiosity and inquiry attitude about science.

 Encouraging students to create abilities for examination of the living, physical, material and
mechanical segments of their current circumstance in logical manner and scientific way.
 Provide opportunities to the students to build up the perspectives on which logical and
scientific thinking depends.
 Enable the students to think critically, creatively and analytically to find the solution of
problems, to judge arguments and decision making in scientific context.
 To understand the positive effects and limitations of science and its applications.
 Advancing science as an activity that is done by all people as a piece of their everyday life.
 Depicting science both as a process and ideas, which have been developed by individuals to
clarify each day and new phenomenon.
 Increasing student’s awareness and understanding about ever changing scientific world.
 Help the students to utilize logical information and aptitudes to decide on choices and worth
of thoughts and to investigate issues regarding the utilization of innovation and science in
their current circumstance.
 Creating student’s interest and comprehension of the information and cycle of science that
will frame the premise of their future schooling and innovation in science as professions.
 To develop attitude and values of respect and honesty for himself, society and whole
environment.
 Provide broad objective of science teaching that is skill, process, knowledge and curiosity.

Conclusion:

It is concluded that Aims of any country represented the philosophy of that country. Aims
highlight the demand, significance and requirement of any subject. Aims are also decided
keeping in view the international standards, innovation and requirement of that subject. The
importance of science cannot be denied in present era as science brings the revolutionary
changes among the world. In Pakistan three major areas of science i.e. physical science, life
science, earth and space are taught to students at elementary and secondary level. The aim of
science education in Pakistan is to develop scientific literacy among the students. Pakistan is a
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developing country and it is the need of the hour that it updates its curriculum according to the
international standard and clarify the aims. The Aim of the science education is also to inform
the students about the latest inventions and innovation but our curriculum is not fulfilling this
aim as the curriculum is outdated and far behind to add the new invention in curriculum at
elementary or secondary level. It is important to know about aim of science education for every
teacher as well as students for successful learning.

References:

1. American Association for the advancement of science, (1993). Benchmarks for scientific
literacy. New York: Oxford University Press
2. Geeta Nauriyal. (2020). Aims and objectives of science. Retrieved from:
http://www.gradeup.com
3. National Curriculum for General science Grade VI-VIII. (2006). Government of Pakistan,
Ministry of Education Islamabad
4. National Curriculum for General science Grade IX-X. (2009). Government of Pakistan,
Ministry of Education Islamabad
5. Taking science to school: Learning and teaching science in grades K-8. (2007). Retrieved
from: http://www.nationalpress.com