This paper is based on research conducted to ascertain the impact of the examination system on teaching style at secondary and higher secondary level in Pakistan. The study included six subjects in all. but this particular research paper in limited to the effects on the practices among Physics teachers only. The purpose is to explore how the nature of examination i. c. the type of question set in the evaluation papers affects the teaching style of the teachers. It was assumed that because of the prevailing administrative system of assessing teachers efficiency, which is in most cases based upon the performance of their students in the examination, teachers lend to fallow the teaching methods suitable for bringing good results irrespective of their suitability to the students preparation for getting ready to study at the next level. A consistent use of such methods gradually becomes a part of their teaching style. This comparative study focused upon two contrasting examination patterns i. e. Secondary School Certificate/Higher Secondary School Certificate and O'level examination to study the relationship between the said variables.

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This study investigated the perception of in-service science teachers in the Asia-African region of the status of environmental problems, environmental education (EE) and the possible need for international cooperation in EE. The results revealed that, despite teachers' high consciousness of EE, it has not yet sufficiently been integrated into formal education systems. In particular, there is a lack of EE curricula, materials and time, and financial support for infusing EE in most countries. Yet, many in-service teachers in these countries want to learn how to develop EE in schools. The results also indicate the need for acquiring environmental literacy in three areas, i. e., scientific literacy, environmental values and sensitivity, how to infuse EE using an integrated approach and how to improve teacher education in EE in the region. The role of Japan in EE as a means of international cooperation is also discussed onthe basis of the present results.

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This study was conducted in order to investigate the effects of learning material construction on concept learning. The learning objectives were for the students to acquire the basic concepts of electricity and magnetism. The students were asked to differentiate between metallic and non-metallic materials and determine which materials the magnets attracted and which materials the magnets did not attract. The students were divided into three groups. Groups A and B learned about the basic concept of electricity first, and second about the concept of magnetism. Group C learned about these concepts in the opposite order. The difference between Group A and Groups B and C was that it was easy for Group A to recognize the hierarchical structure of the learning materials, but not for Groups B and C. It was found in this experiment that concept learning of electricity and magnetism is influenced by the hierarchical structure of learning materials, but not by sequence.

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This study investigated the innovativeness of outstanding secondary school science teachers of the Philippines, their characteristics, behavior, perception, attitude, and innovations in the classroom, their motivations, data sources, problem solving, and their process of innovation. These findings can serve as a model for the innovation process and be a benchmark of an innovative science teacher. The study used quantitative and qualitative methods to gather and analyze data. The findings revealed that the innovative teachers had favorable behavior, perceptions and attitudes toward all foci of innovations. They created instructional materials, interesting student activities and teaching methods that answered teaching-learning needs. Experimentation and diversification marked the peak stage innovativeness. In-service trainings accelerated their innovativeness. Teachers' perceived problem of the shortness of time and concern with students' academic excellence in science motivated them to make more innovations. These teachers followed a certain behavioral/procedural pattern in making classroom innovations. Certain traits accompany the process of innovation but creativity was the essential element of innovalivencss. These characteristics and traits must be developed by teacher education programs to produce future science innovators.

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This paper describes training programs newly developed for the Video on Demand (VOD) and TV conference-based in-service teachtr training system. Prior to program development. we surveyed all 26 teachers of the target training school regarding their desire for training. Based on the result, we developed two training programs:"Use of concept maps in interdisciplinary and comprehensive lessons" and "Strategy for developing interdisciplinary and comnrchcnsive units." These programs are based on the educational oractice of Akashi Primary School, attached to the Faculty of Human Development at Kobe University. To evaluate the programs, three surveys were carried out. First, a questionnaire survey concerning the two programs for trainees and trainers (24 in total) showed that program contents and structure wore highly evaluated. Also, most respondents admitted that the effects of the newly developed program-based training were similar to those of conventional training. Second, a free-comment type questionnaire survey concerning the contents of "strategy for developing interdisciplinary and comprehensive units". was conducted for 22 trainees. This program was experimentally implemented with a TV conference. The survey yielded the following comments: "The program enabled me to understand Akashi Primary Schools strategy for developing interdisciplinary and comprehensive units" and "The program will help us to develop units." Third, for TV conference evaluation, 16 conference attendees were interviewed. Respondents highly evaluated the conference environment created by the VOD and TV conference system, since they could consult video and texts on web pages related to the program during the conference. This study demonstrates the potential for practical application of VOD and TV conference-based in-service teacher training programs.

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