The focus of the research was to find science teachers' philosophy about the nature of science NOS in philosophical perspectives serving in the public sector universities of Pakistan. The descriptive research method was used to investigate the difference in perceptions of the science teachers about NOS on the basis of gender and subject. An online questionnaire was utilized in order to gather data from respondents. Different constructs of NOS were identified to explore. The female teachers had more understandings about NOS than male teachers. The teachers of mathematics were positivists and decontextualized view of NOS. Male teachers were having an inductivist view of NOS. Physics teachers believed in inductivism. The teachers of chemistry were having process and realism view of NOS. Mathematics teachers were found to have contextualized NOS. It is recommended to provide orientation to science teachers in order to build NOS towards concept clarification during the process of the teaching-learning process.

Mathematics is considered as an important subject which is taught up to the secondary level as a compulsory subject. Students’ achievements are influenced by the attitude they have for Mathematics subject and the attitude towards Mathematics is affected by teachers and the teaching methods adopted by the teachers. The aim of the study was to find out the effectiveness of the inquiry-based method for Mathematics instruction at the secondary level. The research sample was 30 students studying at secondary level in district Attock. Pretest posttest control group design was used for this research study. Experimental and control group were formed equally on the basis of pretest achievements. Both groups were taught for two weeks. The experimental group was treated with an inquiry-based method using the 5-E model while the control group was treated by the traditional method. After treatment posttest was held and results were compared. Results revealed that the inquiry-based method was better than the traditional method.

The current article investigates teacher identity construction at the tertiary level educational institutions of Pakistan. Identity is the sense or perception about oneself and the position or role one has in a given context and environment; teachers construct their identities in the specific work and Institutional environments they face every day. This research adopted the Life History approach to narrative inquiry, where five participants were selected through purposive sampling. The data were collected through a semi-structured interview protocol that focused on the narratives; the narratives were inductively analyzed vertically and horizontally to reconstruct identity portraits for each participant. The portraits also presented commonalities and convergent issues and themes in identity development, such as the effect of positive or negative educational experiences; the role of the organizational culture, leadership and colleagues in shaping identity; the difficulties, negotiations and challenges experienced in the construction of identity; time and workload management issues.