AIOU Assignment BEd 1.5 Year 8627 Foundation of Science Education Assignment 2

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BEd 1.5 Year
BEd 1.5 Year Second Semester

Q.1 Discuss Pre-Operational stage in Piaget’s theory of intellectual development. (20)

The Formal Operational Stage of Cognitive Development

The formal operational stage is the fourth and final stage of Jean Piaget's theory of cognitive development. It begins at approximately age 12 and lasts into adulthood. At this point in development, thinking becomes much more sophisticated and advanced. Kids can think about abstract and theoretical concepts and use logic to come up with creative solutions to problems. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage.

Piaget's Research

Piaget tested formal operational thought in a few different ways. Two of the better-known tests explored physical conceptualization and the abstraction of thought.

Conceptualizing Balance

One task involved having children of different ages balance a scale by hooking weights on each end. To balance the scale, the children needed to understand that both the heaviness of the weights and distance from the center played a role.

Younger children around the ages of 3 and 5 were unable to complete the task because they did not understand the concept of balance. Seven-year-olds knew that they could adjust the scale by placing weights on each end, but failed to understand that where they put the weights was also important. By age 10, the kids considered location as well as weight but had to arrive at the correct answer using trial-and-error.

It wasn't until around age 13 that children could use logic to form a hypothesis about where to place the weights to balance the scale and then complete the task.

Abstraction of Ideas

In another experiment on formal operational thought, Piaget asked children to imagine where they would want to place a third eye if they had one. Younger children said that they would put the imagined third eye in the middle of their forehead. Older children, however, were able to come up with a variety of creative ideas about where to place this hypothetical eye and various ways the eye could be used.

For example, an eye in the middle of one's hand would be useful for looking around corners. An eye at the back of one's head could be helpful for seeing what is happening in the background.

Creative ideas represent the use of abstract and hypothetical thinking, both important indicators of formal operational thought.

Deductive Logic

Piaget believed that deductive reasoning becomes necessary during the formal operational stage. Deductive logic requires the ability to use a general principle to determine a particular outcome. Science and mathematics often require this type of thinking about hypothetical situations and concepts.

Abstract Thought

While children tend to think very concretely and specifically in earlier stages, the ability to think about abstract concepts emerges during the formal operational stage. Instead of relying solely on previous experiences, children begin to consider possible outcomes and consequences of actions. This type of thinking is important in long-term planning.

Problem-Solving

In earlier stages, children used trial-and-error to solve problems. During the formal operational stage, the ability to systematically solve a problem in a logical and methodical way emerges. Children at the formal operational stage of cognitive development are often able to plan quickly an organized approach to solving a problem.

Hypothetical-Deductive Reasoning

Piaget believed that what he referred to as "hypothetical-deductive reasoning" was essential at this stage of intellectual development. At this point, teens become capable of thinking about abstract and hypothetical ideas. They often ponder "what-if" type situations and questions and can think about multiple solutions or possible outcomes.While kids in the previous stage (concrete operations) are very particular in their thoughts, kids in the formal operational stage become increasingly abstract in their thinking.As children gain greater awareness and understanding of their own thought processes, they develop what is known as metacognition, or the ability to think about their thoughts as well as the ideas of others.

Current Observations

The following observations were made about the formal operational stage of cognitive development:

From Neil J. Salkind, Ph.D., author of An Introduction to Theories of Human Development: "The formal operational thinker has the ability to consider many different solutions to a problem before acting. This greatly increases efficiency, because the individual can avoid potentially unsuccessful attempts at solving a problem. The formal operational person considers past experiences, present demands, and future consequences in attempting to maximize the success of his or her adaptation to the world."
From Christine Brain and Priscilla Mukherji, authors of Understanding Child Psychology: "In the formal operational stage, actual (concrete) objects are no longer required and mental operations can be undertaken 'in the head' using abstract terms. For example, children at this stage can answer questions such as: 'if you can imagine something made up of two quantities, and the whole thing remains the same when one quantity is increased, what happens to the second quantity?' This type of reasoning can be done without thinking about actual objects."

Q.2 Discuss the role of “Intellectualism” in teaching of science. (20)

Teaching Intellectualism: The “development of intelligence” is often deemed to be the essential goal related to the identification and services provided to gifted students. The value of intellectualism often is perceived to be an outcome of the development and practice of one’s intellect. Of importance is the question: Does being intelligent mean that one automatically also is an intellectual? Of importance is the relationship between the concepts of intelligence and intellectualism and the means by which intellectualism is nurtured in conjunction with intelligence.

The concept of intellectualism is the ability to recognize and utilize one’s intelligence; it is the ability to practice and appreciate one’s intellect (abilities, intelligence). The concern confronting educators is the need to facilitate the gifted students’ interest in, satisfaction for, and seeking of opportunities to use intelligence with the understanding of its ramifications leading to “becoming an intellectual.” Intellectualism can be manifested in many and varied ways: intellectual curiosity, intellectual leadership, intellectual energy, etc. A major effort underscoring the development of students’ intelligence is to simultaneously develop their perspectives on the purpose of appreciating and becoming an intellectual. To this end, the following lesson is attached so that educators can initiate the lesson: Intellectualism. Note that the lesson and the materials used to present the lesson follow. The lesson has been taught to students, third to eighth grade.

Please teach the lesson to your students. Take pictures of any charts created. Please feel free to email us your thoughts, reflections, and work samples. We are interested to see all of the many ways that you are developing intellectual thinkers in your classroom.

Lesson Title: Intellectualism
Objective: Students will be able to define and apply the concept of an “intellectual” to fiction and non-fiction excerpts of biographies and autobiographies. They will share their findings in a debate.

Syntax: Present the Puzzlement

Activity:
Present the four different scenarios to the students.
Scenario #1: The student was perplexed over the problem. She decided to research the problem to develop a solution to the problem.
Scenario #2: The student was thinking about the problem and said that he would spend time thinking about the solution even though he wanted to practice chess.
Scenario #3: The student examined the problem and thought about how to prove with evidence his ideas about solving the problem.
Scenario #4: The student wanted to solve the problem with the information she learned about her favorite topic of study – insects.

Teacher Notes – The puzzlement can be presented in one of three ways:
(a) present students with all four scenarios,
(b) present students with a few of the scenarios, or
(c) combine the scenarios into one large student description.

A combined scenario — “A student really wanted to learn about her favorite topic of study — the environment and the issue of trash in the ocean. The student examined the problem and thought about how to best learn about her topic. The student decided to research the problem to develop a solution. The student spent lots of time thinking and researching the problem even though all of her friends were outside playing soccer.”

Ask the students in the class what questions they have about thinking and learning from the four scenarios that relate to the concept of being a student.
Write the questions on a chart.

Solicit Questions: Our Questions

Syntax:
Activity:
Teacher Notes – Create a chart or a place to document students’ questions about thinking and learning based on the scenario. Chart all questions as the students ask them. It is essential that the questions are compiled and saved, as they will be used throughout the lesson as students work to answer them.

Research:
Instruct students to work in groups to respond to the total set or individual questions within the set.
Provide excerpts from biographies and/or autobiographies as research materials to answer the questions the students generated about thinking and learning from the scenarios presented to them.

Teacher Notes – Introduce students to the characteristics of an Intellectual An intellectual is a person who thinks in a logical way. An intellectual is involved in serious study and thought. An intellectual enjoys thinking about problems and their solutions. An intellectual reflects on their learning.
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Q.3 Critically evaluate the application of science in improving the quality of life in Pakistani context. (20)

Science has improved our lives in many dimensions. From healthcare to food and from transportation to entertainment our lives are literally lightened up by the advents of science. I would be listing few of them down.

Electrification of our Lives:

Anyone can attest that electricity has changed our lives forever. We are now able to live on very difficult, otherwise unlivable places due to this. Our daily lives are not imaginable without the use of this great science wonder. improving crop production: with the advancement of crop sciences, soil sciences and genetics we are now harvesting several times more then our great-grandparents used to cultivate.

Enhancing Meat Sources: Before the innovation of broiler chicken breeds eating meat was considered as a luxury among the even middle-class folks. Now we can fulfill our protein needs thanks to science.

Better Communication: My father got the news of his father’s death after 3 days. And now we can see live events even from space and beyond. Certainly, science got the credit for enabling my grandmother to talk to me live from her home.

Miraculous Healthcare: Previously humankind was plagued by a plethora of diseases. One could have died from tetanus or could get crippled with polio. Thanks to science we know viruses and bacterial diseases better and able to cure many of them. Our life expectancy is greatly improved globally as so did the survival of newborns.

Improvement in Transportation: Advances in science enabled us to improve our mode of transportation from horseback to steam engines to oil revolution to now battery powered commute. Progress in this typical area permit the happening of globalization and rest is just the history.

Did I forget to mention Computer? Computers have changed our lives just as much as electricity. And without computer sciences modern post-2000 world is unfathomable.

The meeting was not intended to define an official North American position; rather, participants were invited in their capacity as professional scientists, to present their personal perspectives on the changing role of science in society and governance in an open forum. From this frank and penetrating exchange, a number of general observations and conclusions emerged that are relevant to the concept and agenda of the World Science Conference. These are accompanied by suggestions for action recommended by some or several participants.

Science in Transition

In the past, our scientific methods and institutions have tended to emphasize the study of individual natural processes rather than systems, analysis more than synthesis, and understanding nature more than predicting its behaviour. And in many instancesscienchas focussed on short-term, small-scale problems, often in monodisciplinary mode, rather than on long-term, large-scale or integrated problems. While these approaches and perspectives have built up a considerable base of knowledge and led to a vast portfolio of useful technologies, especially in the 20th century, many of the problems now facing humankind can be solved only if we approach science more holistically. Greater effort is needed to understand integrated natural systems on multiple time and space scales.
Scientific findings must also be applied at the right scales. The impact of technological interventions on individual people, communities and the environment must also be carefully considered. To do this, science needs to become more multidisciplinary and its practitioners should continue to promote cooperation and integration between the social and natural sciences. A holistic approach also demands that science draw on the contributions of the humanities (such as history and philosophy), local knowledge systems, aboriginal wisdom, and the wide variety of cultural values.
The influence of science on people’s lives is growing. While recent benefits to humanity are unparalleled in the history of the human species, in some instances the impact has been harmful or the long-term effects give causes for serious concerns. A considerable measure of public mistrust of science and fear of technology exists today. In part, this stems from the belief by some individuals and communities that they will be the ones to suffer the benefit only a privileged minority. The power of science to bring about change places a duty on scientists to proceed with great caution both in what they do and what they say. Scientists should reflect on the social consequences of the technological applications or dissemination of partial information of their work and explain to the
Scientific findings must also be applied at the right scales. The impact of technological interventions on individual people, communities and the environment must also be carefully considered. To do this, science needs to become more multidisciplinary and its practitioners should continue to promote cooperation and integration between the social and natural sciences. A holistic approach also demands that science draw on the contributions of the humanities (such as history and philosophy), local knowledge systems, aboriginal wisdom, and the wide variety of cultural values.
The current trend toward privatization in many countries is influencing the focus and practice of science. While in some instances the net result may be to increase research capacity and knowledge in selected areas, there is major concern that the trend may be undermining public-sector science, especially fundamental research and efforts to solve socially important problems of no interest to commercial enterprises. Patent protection of private intellectual property, for example, makes the job of public research more difficult. There is also concern over the social implications of private ownership and control of technology, and its effect on broad public scientific literacy, and on options for public choice.
Another major trend shaping science is globalization. The end of the Cold War, growing technology demand from emerging economies, world recognition of the interconnectedness of the planet’s biophysical systems and improved communications, especially via the Internet -- all these forces are boosting cross-border scientific cooperation and information exchange between individual researchers, institutions and governments. However, much of the expansion is occurring in just a handful of scientifically advanced countries. For science to be truly global, more effort is needed to ensure all countries, rich and poor, and a wide range of world cultures are included in collaborative research and technology transfer. This is especially important in areas like global climate change which will affect, sooner or later, all human beings. With the right policies in place, joint scientific work in critical areas such as the Arctic, for example, could serve as a model for other types of global cooperation.
A major challenge for global science is to find institutional arrangements conducive to success. The proliferation of international networks and programs, the so-called "acronym jungle", reflects a rather ad hoc approach, necessitated in part by the narrowness of purposes of established scientific institutions and the lack of strategic, integrated support by national governments in areas like global change or international aid. What is needed is the formation of true international partnerships that allow scientists in different disciplines and countries to fully support each other’s aims and share resources and management duties to mutual advantage.

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Q.4 “Teaching of Science can help to improve the environment in Pakistan.” Discuss. (20)

1. Teaching of Science can help to improve the environment

Replacing thermal power fuel
Pakistan produces about 81 percent of its electricity through oil and gas which costs us about 9.4 billion dollars. To put it in other terms, that is about 53 percent of our total exports and is the biggest cost on our import bill. Now given that our reliance on thermal power is so large, we simply cannot dismantle it and magically move to hydro power, however we can change the fuel used to gain thermal power. Instead of using oil and gas, both of which are getting more expensive and have volatile international prices, we can move to using coal.

But not the Thar coal, I will explain why later, but imported coal. If we were to import clean coal and use that as a fuel instead of oil and gas, it would cost us less as the price of coal is more stable than that of oil and gas in the international market. This can bring some sort of price stability in our electricity prices that keep changing due to changes in international market . Moving past the myth of Thar coal

Yes, there is coal in Thar, but assuming that it can be used immediately or it will solve all our energy problems is a myth propagated by a few people and political parties for their personal gains. Experts agree that Thar coal is highly unstable – making it difficult to transport it from one location to another – and even its gasification is not risk-free.

On location gasification also requires heavy investment, which has practical difficulties due to the unstable nature of the coal deposits. So instead of wasting time and effort on this, we should focus on importing coal to replace the ever increasing oil and gas bill.

3. Improved energy mix
Energy mix refers to the sources of energy we utilize in Pakistan to fulfil our overall energy needs. I need to give credit to the PML-N on this one as they are the first ones to talk of the holistic energy mix and not just the CNG or the electricity crisis.

The fact is that all our energy is interdependent.I have previously advocated that we need to move off CNG as we simply do not have enough of it to supply to all the commercial, industrial and home users. Its about time that any future energy strategy Pakistan is supposed to have comes with a proper energy mix to solve our issues.

We need more hydel plants and renewable energy projects. In the next five years, the aim should be at getting five percent of our total power supply from renewable sources and to also use the nuclear power we are so proud of, to provide electricity. Right now, we are at about three percent power generation from nuclear sources, which have to go up to at least percent. Hence an overall improved energy mix is what can solve our issues in the long run.

4. Stand alone power projects

This is a suggestion that I gave at the conference and I am advocating it now again. About 40 percent of Pakistan is off the national grid; that means they effectively get to no electricity.

The way our grid operates, it is already suffering from heavy line losses and other technical issues, which makes it extremely hard and costly to get 40 percent of the Pakistan on to the national grid. However there are solutions to this.

We can finance independent stand alone power projects that can function in areas where there is no national grid, this way the local communities and businessmen can set up their own energy solutions without taking prior permission from the National Electric Power Regulatory Authority (NEPRA) like they have to now. This will enable them to set up small scale solar panels and plants in their communities and sell electricity locally. Small wind farms can also be used in areas which are close to wind corridors.

The bottom line is, let the people who are living in areas that don’t come under the national grid, do whatever they can to supply themselves with electricity without any government involvement.

5. Dismantle the national grid
The national grid needs to be dismantled and provincialised, because under the 18th amendment, the profits of power generation go to the province that is producing the power, meaning if electricity is being produced at Tarbela, royalties of that are being paid to KP Government by all other provinces. However, they sell it to the national grid and then the national grid sells it down to the District Electrical Supply Companies who further sell the power to the consumers. This way, if there is a shortfall, national grid chooses the electricity supply patterns and hence decides which areas suffer outages the most.

If we dismantle the national grid and change the electricity supply to an open market, where provincial grids can buy energy directly from the source, it would improve the power supply and be more financially beneficial for the power producing province. This way, the provinces with the most issues with electricity supply can simply outbid the others to get enough for their local demand. This would not be privatization but ‘provincialization’, and will encourage provincial governments to start doing more for their people instead of relying on the federal government.

This can eventually lead to provinces working harder to upgrade their grids and reduce their line losses as their people would know exactly who to blame if the power goes out. I think it is time we started thinking on these lines given that the 18th amendment has already been passed and provincial autonomy is our future.
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Q.5 Discuss the problems in science teaching with special reference to Pakistan. (20)

Introduction

It is mandated in the Constitution of Pakistan to provide free and compulsory education to all children between the ages of 5-16 years and enhance adult literacy. With the 18th constitutional amendment the concurrent list which comprised of 47 subjects was abolished and these subjects, including education, were transferred to federating units as a move towards provincial autonomy.

The year 2015 is important in the context that it marks the deadline for the participants of Dakar declaration (Education For All [EFA] commitment) including Pakistan. Education related statistics coupled with Pakistan’s progress regarding education targets set in Vision 2030 and Pakistan’s lagging behind in achieving EFA targets and its Millennium Development Goals(MDGs) for education call for an analysis of the education system of Pakistan and to look into the issues and problems it is facing so that workable solutions could be recommended.

What is Education System?

The system of education includes all institutions that are involved in delivering formal education (public and private, for-profit and nonprofit, onsite or virtual instruction) and their faculties, students, physical infrastructure, resources and rules. In a broader definition the system also includes the institutions that are directly involved in financing, managing, operating or regulating such institutions (like government ministries and regulatory bodies, central testing organizations, textbook boards and accreditation boards). The rules and regulations that guide the individual and institutional interactions within the set up are also part of the education system.

Education system of Pakistan:

The education system of Pakistan is comprised of 260,903 institutions and is facilitating 41,018,384 students with the help of 1,535,461 teachers. The system includes 180,846 public institutions and 80,057 private institutions. Hence 31% educational institutes are run by private sector while 69% are public institutes.

Education system of Pakistan:

Analysis of education system in Pakistan

Pakistan has expressed its commitment to promote education and literacy in the country by education policies at domestic level and getting involved into international commitments on education. In this regard national education policies are the visions which suggest strategies to increase literacy rate, capacity building, and enhance facilities in the schools and educational institutes. MDGs and EFA programmes are global commitments of Pakistan for the promotion of literacy.

A review of the education system of Pakistan suggests that there has been little change in Pakistan’s schools since 2010, when the 18th Amendment enshrined education as a fundamental human right in the constitution. Problems of access, quality, infrastructure and inequality of opportunity, remain endemic.

Issues

A) MDGs and Pakistan

Due to the problems in education system of Pakistan, the country is lagging behind in achieving its MDGs of education. The MDGs have laid down two goals for education sector:

Goal 2: The goal 2 of MDGs is to achieve Universal Primary Education (UPE) and by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. By the year 2014 the enrolment statistics show an increase in the enrolment of students of the age of 3-16 year while dropout rate decreased. But the need for increasing enrolment of students remains high to achieve MDGs target. Punjab is leading province wise in net primary enrolment rate with 62% enrolment. The enrolment rate in Sindh province is 52%, in Khyber Pakhtunkhawa (KPK) 54% and primary enrolment rate in Balochistan is 45%.

Goal 3: The goal 3 of MDGs is Promoting Gender Equality and Women Empowerment. It is aimed at eliminating gender disparity in primary and secondary education by 2005 and in all levels of education not later than 2015. There is a stark disparity between male and female literacy rates. The national literacy rate of male was 71% while that of female was 48% in 2012-13. Provinces reported the same gender disparity. Punjab literacy rate in male was 71% and for females it was 54%. In Sindh literacy rate in male was 72% and female 47%, in KPK male 70% and females 35%, while in Balochistan male 62% and female 23%.

B) Education for All (EFA) Commitment

The EFA goals focus on early childhood care and education including pre-schooling, universal primary education and secondary education to youth, adult literacy with gender parity and quality of education as crosscutting thematic and programme priorities.

Problems: The issues lead to the comprehension of the problems which are faced in the development of education system and promotion of literacy. The study outlines seven major problems such as:

1) Lack of Proper Planning:

Pakistan is a signatory to MDGs and EFA goals. However it seems that it will not be able to achieve these international commitments because of financial management issues and constraints to achieve the MDGs and EFA goals.

2) Social constraints:

It is important to realize that the problems which hinder the provision of education are not just due to issues of management by government but some of them are deeply rooted in the social and cultural orientation of the people. Overcoming the latter is difficult and would require a change in attitude of the people, until then universal primary education is difficult to achieve.

3) Gender gap:

Major factors that hinder enrolment rates of girls include poverty, cultural constraints, illiteracy of parents and parental concerns about safety and mobility of their daughters. Society’s emphasis on girl’s modesty, protection and early marriages may limit family’s willingness to send them to school. Enrolment of rural girls is 45% lower than that of urban girls; while for boys the difference is 10% only, showing that gender gap is an important factor.

4) Cost of education:

The economic cost is higher in private schools, but these are located in richer settlements only. The paradox is that private schools are better but not everywhere and government schools ensure equitable access but do not provide quality education.

5) War on Terror:
Pakistan’s engagement in war against terrorism also affected the promotion of literacy campaign. The militants targeted schools and students; several educational institutions were blown up, teachers and students were killed in Balochistan, KPK and FATA. This may have to contribute not as much as other factors, but this remains important factor.

6) Funds for Education:
Pakistan spends 2.4% GDP on education. At national level, 89% education expenditure comprises of current expenses such as teachers’ salaries, while only 11% comprises of development expenditure which is not sufficient to raise quality of education.

7) Technical Education:
Sufficient attention has not been paid to the technical and vocational education in Pakistan. The number of technical and vocational training institutes is not sufficient and many are deprived of infrastructure, teachers and tools for training. The population of a state is one of the main elements of its national power. It can become an asset once it is skilled. Unskilled population means more jobless people in the country, which affects the national development negatively. Therefore, technical education needs priority handling by the government.

Poverty, law and order situation, natural disasters, budgetary constraints, lack of access, poor quality, equity, and governance have also contributed in less enrolments.

Solutions

There is a need for implementation of national education policy and vision 2030 education goals. An analysis of education policy suggests that at the policy level there are several admirable ideas, but practically there are some shortcomings also.

It may not be possible for the government at the moment to implement uniform education system in the country, but a uniform curriculum can be introduced in educational institutes of the country. This will provide equal opportunity to the students of rural areas to compete with students of urban areas in the job market.

Since majority of Pakistani population resides in rural areas and the access to education is a major problem for them, it seems feasible that a balanced approach for formal and informal education be adopted. Government as well as non-government sector should work together to promote education in rural areas.

The government should take measures to get school buildings vacated which are occupied by feudal lords of Sindh, Balochistan and Punjab. Efforts should be made to ensure that proper education is provided in those schools.

The federal government is paying attention to the vocational and technical training, but it is important to make the already existing vocational and technical training centres more efficient so that skilled youth could be produced.

EFA Review Report October 2014 outlines that despite repeated policy commitments, primary education in Pakistan is lagging behind in achieving its target of universal primary education. Currently the primary gross enrolment rate stands at 85.9% while Pakistan requires increasing it up to 100% by 2015-16 to fulfil EFA goals. Of the estimated total primary school going 21.4 million children of ages 5-9 years, 68.5% are enrolled in schools, of which 8.2 million or 56% are boys and 6.5 million or 44% are girls. Economic Survey of Pakistan confirms that during the year 2013-14 literacy remained much higher in urban areas than in rural areas and higher among males.

C) Vision 2030

Vision 2030 of Planning Commission of Pakistan looks for an academic environment which promotes the thinking mind. The goal under Vision 2030 is one curriculum and one national.
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BEd MEd Assignment

AIOU Assignment BEd 1.5 Year 8627 Foundation of Science Education Assignment 2