JSE 2023-01-02T05:45:22+05:00 Dr. Farkhunda Rasheed Choudhary Open Journal Systems <p>Journal of Science Education</p> Science Teachers’ Attitude regarding Use of Digital Tools in Public School of Punjab 2023-01-02T05:45:22+05:00 Shafia Baber, Shahzada Qaisar <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;<strong> &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Abstract</strong><br>Science teachers in many countries use Digital tools (DTs) less frequently, despite the increasing potential of DTs for teaching and learning. The attitude of science teachers toward DTs and their perceptions of DTs' use in the classroom has a significant effect on their use of ICT in their learning mand teaching activities. T</p> 2023-01-02T00:00:00+05:00 Copyright (c) 2022 Journal of Science Education Science teachers’ teaching actions in their classrooms: Pedagogical content knowledge and skills 2023-01-02T05:27:52+05:00 Imran Tufail, Chris Eames, Maurice M.W.Cheng <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <strong>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Abstract</strong><br>This study offers empirical evidence of science teachers’ teaching actions in their classrooms comprising a combination of knowledge components and teaching skills (PCK&amp;S). Pedagogical Content Knowledge (PCK) is a combination of knowledge components for teaching (Mavhunga, 2020;</p> 2023-01-02T00:00:00+05:00 Copyright (c) 2022 Journal of Science Education Teaching Mathematics to Hearing Impaired Students In An Inclusive Classroom In Swat Pakistan 2023-01-02T05:18:25+05:00 Sharif Ullah, Musarrat Habib <p><strong>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Abstract</strong><br>The primary objective of this study was find the effect of “Total communication technique” for the teaching of mathematics to the hearing impaired students and differentiate the learning outcomes of these learners in an inclusive education classroom. T</p> 2023-01-02T00:00:00+05:00 Copyright (c) 2022 Journal of Science Education Poor Performance in Grade 9 Mathematics: Students’ Attributions 2023-01-02T05:38:30+05:00 Saeedullah <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Abstract<br>The present study investigated secondary school students’ views about their poor performance in the subject of mathematics in Lahore. The study was descriptive in nature and survey research design with a qualitative approach was used. The researcher developed an open-ended questionnaire and purposively selected 40 participants (20 boys and 20 girls) from 10 secondary schools to collect the data.</p> 2023-01-02T00:00:00+05:00 Copyright (c) 2022 Journal of Science Education Digital Literacy for Science Teacher’s at Secondary School Level: A Need Assessment Analysis 2023-01-02T04:37:06+05:00 Sheikh Tariq Mehmood, Muhammad Kashif Majeed, Ammar Saleem Khan <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;<strong> &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Abstract</strong></p> <p><br>Literacy has different meanings in different contexts. If you can grasp and use digital technology successfully, you have digital literacy. Throughout the educational process, this applies. A wide range of applications includes civic engagement, pastoral care, and e-safety, among others. To be digitally literate implies knowing how to use the internet, social media, and mobile devices to communicate, study, and work in today's digitally-dependent world. In the digital age, digital literacy refers to a person's capacity to discover, assess, engage, and effectively transmit information through typing and other media on different digital platforms. The study intended to determine how teachers' digital literacy was assessed; to find out science teachers' understanding <br>of information presentation and arrangement. The tool for this research was a questionnaire, and it was quantitative. There were 996 science teachers in all, all of them were secondary school teachers from the district of Muzaffargarh. A questionnaire was used to gather the quantitative data. The acquired data was analyzed by dividing the demographics of the respondents into percentages. Expert opinion and the Cronbach Alpha score were used to verify the questionnaire's validity and reliability during the test's pilot phase in Muzaffargarh district.</p> 2023-01-02T00:00:00+05:00 Copyright (c) 2022 Journal of Science Education