According to John Dewey, as cited in Khalid (2005), education is a continuous process of fitting with varying situations in daily life. Therefore, aim of education is enabling the students to solve their encountered problems in daily life and build further capacities for solving problems. In this connection, the aim of designed content of physics curriculum at secondary level by Sindh Textbook Board is to enable the students to solve their problems as well as developing analytic and synthetic skills.
In pragmatism, subject matter is related with household occupations like cooking food, stitching cloths, furnishings and operating appliances connected with production, exchange and consumption. The students while studying household occupations learn calculations and by keeping records learn reading and writing skills. Finding solutions to problems in such occupations, the students are given with tasks to select and use the available material for carrying out plans (Bhatia, 2004). In light of this philosophy, the designed curriculum for physics contains such topics which are essential ingredients of household life. For example heat, light, electricity, simple machines and measurements are all such topics where the students develop their competencies while doing practical work in laboratory. Calculating mechanical advantage of any machine for instance, an inclined plane, the students measure lengths, calculate and keep records of the readings. All these skills are used in daily life.
Khalid (2005) says that in pragmatism, problem solving method and project method are emphasized to apply in teaching. These methods require learning by doing any activity on part of the students while the teacher is facilitator and moderator presenting pervasive facts. The current designed curriculum includes project and problem solving methods to teach some topics in classroom. For example “simple machines” to be taught using problem solving method while waves and sounds to be taught by project method.
References:
Bhatia, K. K. (2004). Philosophical perspective of education. Ludhiana: Kalyan.
Khalid, T. (1998). Education: An introduction to educational philosophy and history. Islamabad: National book foundation.
In pragmatism, subject matter is related with household occupations like cooking food, stitching cloths, furnishings and operating appliances connected with production, exchange and consumption. The students while studying household occupations learn calculations and by keeping records learn reading and writing skills. Finding solutions to problems in such occupations, the students are given with tasks to select and use the available material for carrying out plans (Bhatia, 2004). In light of this philosophy, the designed curriculum for physics contains such topics which are essential ingredients of household life. For example heat, light, electricity, simple machines and measurements are all such topics where the students develop their competencies while doing practical work in laboratory. Calculating mechanical advantage of any machine for instance, an inclined plane, the students measure lengths, calculate and keep records of the readings. All these skills are used in daily life.
Khalid (2005) says that in pragmatism, problem solving method and project method are emphasized to apply in teaching. These methods require learning by doing any activity on part of the students while the teacher is facilitator and moderator presenting pervasive facts. The current designed curriculum includes project and problem solving methods to teach some topics in classroom. For example “simple machines” to be taught using problem solving method while waves and sounds to be taught by project method.
References:
Bhatia, K. K. (2004). Philosophical perspective of education. Ludhiana: Kalyan.
Khalid, T. (1998). Education: An introduction to educational philosophy and history. Islamabad: National book foundation.
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