Theological inquest of the teaching of life sciences within the Muslim schools

Abstract

The teaching of life sciences within the Islamic culture was observed in this investigation by instructors at the Association of Muslim Schools in the KZN region. The following question served as the basis for the investigation: Do Islamic schools teach life sciences from an Islamic perspective? The Association of Muslim Schools gave its approval after receiving ethical scrutiny. A questionnaire, interviews, and observations were used to gather data. The analysis of the data was conducted using an inductive methodology. The philosophy of Islam and its approaches to teaching the required Life Sciences curriculum served as the study's conceptual foundation. The results show that there is a problem with integrating religious knowledge into science teaching in Muslim ethos schools in South Africa. The Professional Teaching Model was an initiative to close the gap caused by educational dualism.

Teacher Improvisation Skills in Enhancing Teaching and Learning Process in Pre-Primary Schools in Tanzania

“…In such cases, they have to seek alternative learning materials to accommodate their students' needs. These alternative materials may not be as perfect as the original resources, but they serve as substitutes (Adu & Adu, 2014;Ayua, 2011;Dhurumraj & Moola, 2023). Studies have revealed that in many developing countries, teaching and learning materials are scarce and expensive, and even when acquired, they are severely insufficient to accommodate the growing number of students in schools (Ayua, 2011;Obidike, 2021;Makokha, 2017).…”

“…Ultimately, the ability to improvise is a distinguishing feature of exceptional teaching. It allows educators creating dynamic, engaging, and impactful learning experiences for their students (Dhurumraj & Moola, 2023;Mzinga & Onyango, 2021;Ngussa & Singolyo, 2018;Ramaila, 2022). In the context of classroom teaching, teachers must be proficient in improvisation, and their experience only enhances their ability to respond to and navigate unpredictable educational scenarios that require immediate attention and action (Dhurumraj & Moola, 2023;Ramaila, 2022;Ramothwala & Ramaila, 2020).…”

“…Teachers' improvisation skills are considered to be the act of using local resources or alternative materials in order to facilitate the teaching in the absence of first-hand teaching aids (Lukman, 2021). Studies show that the improvisation of learning materials grants learners a firsthand experience and reduces the burden of talking too much on the part of the teachers (Bertram, 2021;Dhurumraj & Moola, 2023;Lukman, 2021). The efficacy of pre-primary education hinges on the availability of resources, instructional materials, and teacher expertise (Dhurumraj & Moola, 2023;Ramaila, 2022).…”

“…Studies show that the improvisation of learning materials grants learners a firsthand experience and reduces the burden of talking too much on the part of the teachers (Bertram, 2021;Dhurumraj & Moola, 2023;Lukman, 2021). The efficacy of pre-primary education hinges on the availability of resources, instructional materials, and teacher expertise (Dhurumraj & Moola, 2023;Ramaila, 2022). According to Ezechi (2019), an effective content delivery requires teacher, learner, and resource interaction.…”

“…Regrettably, numerous preschools in rural areas of developing countries suffer from a lack of sufficient access to standardised commercial instructional materials. Consequently, this situation poses significant obstacles to effective teaching (Dhurumraj & Moola, 2023;Githui et al, 2021;Ramaila, 2022;Ramothwala & Ramaila, 2020).…”