ISOMERISM: IS THERE MISCONCEPTION?

Nine articles have been analyzed containing research results on misconceptions about isomerism. Analysis was conducted to examine the potential to causes emergence of the misconception. The analysis result are expected to be useful for teachers in learning for the same concepts. At least the teacher can avoid misconceptions that have happened before and innovate to find the right learning strategy. Isomerism can be categorized as a defined concept so that students are expected to be able to use rules for the purpose of classifying objects or events. The analysis showed 31 misconceptions experienced by grade 11 students to prospective chemistry teachers on isomerism concept. Thirty-one misconceptions are classified into three groups based on students' abilities needed to understand the concept of isomerism. The three groups are: (1) understanding the definition and application of rules; (2) spatial understanding; and (3) microscopic understanding. At this time only eleven misunderstandings were discussed, namely misunderstandings whose causes belong to the group (1). As an indicator caused misconception is inability of the sample to classify objects/events based on the attributes or characters indicated by the object/event. To teach a defined concept, it is recommended to use a strategy that contains detailed explanatory definitions and rules, examples and non-examples, and the elaboration process. In order to increase student reasoning, it is recommended to use a isomerism concept logic scheme

Improving the Teaching of Reading Comprehension in English As a Foreign Language Classroom in Karachi

In most Urdu medium public schools of Pakistan English language teachers use Grammar Translation Method to teach English, consequently, affecting students' language learning in term of skills like speaking, reading, writing and listening' Recognizing this as an indication of the teachers’ unawareness of the innovative language teaching strategies, this study was planned how English language teachers could be helped in order to improve the teaching of Reading Comprehension (RC) in public schools in a multilingual context of Karachi, Pakistan. Qualitative approach using collaborative action research within the cyclic process of observe, reflect, act, and plan was used to study the situation. One English language teacher from a public school was exposed to different Reading Comprehension strategies like, pre-, while and post-reading activities such as guessing, predicting, skimming, scanning, vocabulary and comprehension questions. Data were collected through reflective journals, pre- and post-intervention interviews, informal discussions, classroom observations and field notes' In addition, four randomly selected students' works from the teacher's class were collected to look at the effectiveness of teaching from perspective of students' learning. The study revealed that the teacher was using GTM method without engaging students in Reading Comprehension process through different Reading Strategies (RS) such as predicting, guessing, skimming, and scanning, etc. The action helped the teacher to improve Teaching of Reading Comprehension (TRC); was able to develop lesson plans, learnt to implement the new strategies and to some extent improved reflective practices. Similarly, the action enhanced students' RC, developed motivation and interest and helped to deeply understand the problem from different dimensions; interconnectivity of different factors like, system of examination, family background of the students', school's context, etc., relating to the TRC process while working in the natural environment and inform the policy management. The findings of the study imply that in order to improve the TRC in EFL context teachers' critical engagement in different professional programs inside and outside the school is necessary.