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https://www.voki.com/site/pickup?scid=15443493&chsm=15cde1e60542683d346abdaffd0ed926

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Muslim scientists and inventors, including Arabs, Persians and Turks, were probably hundreds of years ahead of their counterparts in the European Middle Ages. They drew influence from Aristotelian philosophy and Neo-platonists, as well as Euclid, Archimedes, Ptolemy and others. The muslims made innumerable discoveries and wrote countless books about medicine, surgery, physics, chemistry, philosophy, astrology, geometry and various other fields.

Today's article discusses the most famous muslim scientists and inventors and their wonderful inventions.

Abu Nasr Al-Farabi (872 - 950)

Also known as Alpharabius. Arab scientist and philosopher, considered as one of the preeminent thinkers of medieval era.

Al-Battani (858 - 929)

Also known as Albatenius. Arab mathematician, scientists and astronomer who improved existing values for the length of the year and of the seasons.

Ibn Sina (980 - 1037)

Also known as Avicenna. Persian philosopher and scientist known for his contributions to Aristotelian philosophy and medicine.

Ibn Battuta (1304 - 1369)

Also known as Shams ad-Din. Arab traveler and scholar who wrote one of the most famous travel books in history, the Rihlah.

Ibn Rushd (1126 - 1198)

Also known as Averroes. Arab philosopher and scholar who produced a series of summaries and commentaries on most of Aristotle's works and on Plato's Republic.

Muhammad ibn Musa Al-Khwarizmi (780 - 850)

Also known as Algoritmi or Algaurizin. His works introduced Hindu-Arabic numerals and the concepts of algebra into European mathematics.

Omar Khayyam (1048 - 1131)

Persian mathematician, astronomer, and poet, known for his scientific achievements and Rubaiyat ("quatrains").

Thabit ibn Qurra (826 - 901)

Also known as Thebit. Arab mathematician, physician and astronomer; who was the first reformer of the Ptolemaic system and the founder of statics.

Abu Bakr Al-Razi (865 - 925)

Also known as Rhazes. Persian alchemist and philosopher, who was one of the greatest physicians in history.

Jabir Ibn Haiyan (722 - 804)

Also known as Geber. The father of Arab chemistry known for his highly influential works on alchemy and metallurgy.

Ibn Ishaq Al-Kindi (801 - 873)

Also known as Alkindus. Arab philosopher and scientist, who is known as the first of the Muslim peripatetic philosophers.

Ibn Al-Haytham (965 - 1040)

Also known as Alhazen. Arab astronomer and mathematician known for his important contributions to the principles of optics and the use of scientific experiments.

Ibn Zuhr (1091 - 1161)

Also known as Avenzoar. Arab physician and surgeon, known for his influential book Al-Taisir Fil-Mudawat Wal-Tadbeer (Book of Simplification Concerning Therapeutics and Diet).

Ibn Khaldun (1332 - 1406)

Arab historiographer and historian who developed one of the earliest nonreligious philosophies of history. Often considered as one of the forerunners of modern historiography, sociology and economics.

Ibn Al-Baitar (1197 - 1248)

Arab scientist, botanist and physician who systematically recorded the discoveries made by Islamic physicians in the Middle Ages.

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15 Famous Muslim (Arab & Persian) Scientists and their Inventions

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Muslim scientists and inventors, including Arabs, Persians and Turks, were probably hundreds of years ahead of their counterparts in the European Middle Ages. They drew influence from Aristotelian philosophy and Neo-platonists, as well as Euclid, Archimedes, Ptolemy and others. The muslims made innumerable discoveries and wrote countless books about medicine, surgery, physics, chemistry, philosophy, astrology, [...]

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The genius of Marie Curie - Shohini Ghose

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Practice Brief 53 -- Topics: Instruction Equity Background Culture ESPAÑOL

How to avoid possible pitfalls associated with culturally responsive instruction

Teachers should learn how to engage in culturally responsive and sustaining instruction-but avoid possible pitfalls that come with this important work.

District Staff & PD Providers should focus professional learning experiences on building the cultural competencies and knowledge of teachers. They should involve community members and support relationship building.

School Leaders should institutionalize support for teachers to learn about and attend to the cultural lives of youth and communities being served.

What Is The Issue?

All science learning is a cultural process. For the purposes of equity, it is crucial for science teaching to make meaningful connections to the cultural knowledge, experiences, and ways of knowing of students and their communities. However, it is complex work and involves avoiding possible complications and prevalent myths. Culturally responsive and sustaining instruction should attend to the historical and dynamic nature of culture, inherent variation within cultural communities, and issues of power and sovereignty that come with responsibly connecting to culture.

Authors:

PHILIP BELL, ALBERTO J. RODRIGUEZ, CARRIE TZOU & DEB MORRISON | FEBRUARY 2018

Reflection Questions

Read below about culture. Identify communities you belong to related to the natural world.

What do you know about the youth and communities you serve? How can you learn about their cultural history and goals?

How can you work to "overlap" your curriculum with the lives of youth in respectful ways?

Things to Consider

Avoid Essentializing Cultural Groups. Do not assume entire cultural groups engage in certain behaviors-or share values and worldviews. Within every cultural group, there may be some cultural regularities (practices, values, and worldviews), but there will also be variation. Cultural groups also change over time.

We are All Cultural Beings. Do not send the message that the dominant culture has no culture (e.g., that it is "normal" and that only people of color "have culture"). Each of us belongs to multiple communities that share practices, purposes, ways of interacting, and approaches to conceptualizing and engaging with the world.

Defining "Culture"

"By 'culture,' we mean the constellations of practices communities have historically developed and dynamically shaped in order to accomplish the purposes they value, including the tools they use, social networks with which they are connected, ways they organize joint activity, and their ways of conceptualizing and engaging with the world."

- Nasir, Rosebery, Warren & Lee, 2014

Attending to Equity

Review this video presentation by Alberto J. Rodriguez (Rodriquez, 2017).

Culturally Responsive vs. Sustaining Pedagogy: Instruction can be culturally responsive by connecting to the cultural lives of youth and their communities-their languages, literacies, and practices. It can also be a context for sustaining cultural communities-by valuing and working to maintain the languages, literacies, and practices of cultural communities. Culturally sustaining pedagogy promotes cultural pluralism within our democracy.

Recommended Actions You Can Take

Build on Prior Interest & Identity. Learn how to use self-documentation techniques to identify and leverage local, dynamic views of cultural life in culturally responsive science instruction.

Move Beyond Token Cultural References. Do not make token references to the history of cultural groups. Do not include unrealistic scenarios about non-dominant communities in instruction. Instead, interweave the history, present, and future of cultural groups deeply throughout instruction.

Work Against the Savior Fetish. Narratives often position members of a dominant culture as saviors, rescuers, and fixers of non-dominant communities. Instead focus on: How are non-dominant communities already effecting change? How can non-dominant perspectives and knowledge contribute to the betterment of society?

Do Not Position Students as Cultural Representatives, but Welcome their Voices. Do not ask students to shoulder the burden of representing what "their culture" is like. No individual speaks for their culture, race, or gender. Do support students to share aspects of their lived cultural experiences in ways they are comfortable.

Invite Genuine Cultural Contributions from Students. Building on the cultural funds of knowledge of youth and communities is a best practice. But if you do so, be prepared to truly engage and respect their varied contributions.

Minimize Epistemic Injury. Fully embrace relevant sensemaking routines students bring to instruction. Do not adversely position their contributions against a Western science way of knowing.

Support Students in Taking Meaningful Action. Scientific knowledge can be used to guide and promote social progress, community interests, and civic action. Support student agency in efforts to critically and meaningfully engage in real-world issues.

ALSO SEE STEM TEACHING TOOLS

STEM Teaching Tools content copyright 2014-19 UW Institute for Science + Math Education. All rights reserved.
This site is primarily funded by the National Science Foundation (NSF) through the Research + Practice Collaboratory (Award #1238253). Opinions expressed are not those of any funding agency.

Work is licensed under a Creative Commons Attribution-ShareAlike 4.0 Unported License. Others may adapt with attribution. Funded by the National Science Foundation (NSF). Opinions expressed are not those of any funding agency.

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How to avoid possible pitfalls associated with culturally responsive instruction : StemTeachingTools (en-US)

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Practice Brief 53 -- Topics: Instruction Equity Background Culture ESPAÑOL Teachers should learn how to engage in culturally responsive and sustaining instruction-but avoid possible pitfalls that come with this important work. District Staff & PD Providers should focus professional learning experiences on building the cultural competencies and knowledge of teachers.

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The Nobel Prize | Women who changed science

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Explore the lives and achievements of female Nobel Laureates who broke new ground in physics, chemistry and medicine.

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Crafted with loving care by yours truly, this is my collection of classroom surveys, printables, lesson and unit plans, activities, and other tools for your classroom. Most can be used in any subject or grade, including at the university level. If an item is exclusive to one particular age group or content area, that will be specified.

All products are sold through my Teachers Pay Teachers store. Hover over each image below to see pricing information, and click on the image to go straight to the product page on TpT.

Technology Integration

The Teacher's Guide to Tech
Finally, something that helps you figure it all out! This 354-page digital binder sorts over 250 tech tools into easy-to-understand categories, helping you quickly learn what each one does and make decisions about what you need. Includes links to each tool's website and a short video demonstrating the tool in use.

Slideshow Templates
Teachers and students alike can use these templates to create modern, sharp-looking presentations. Each 27-slide template also comes with a separate 2-page template for creating a handout to go with your presentation. Each template includes versions for Windows and Google Slides. Get just one template or save on the bundle that includes all four designs!

E-Book Templates
Student-created e-books offer so many possibilities for authentic demonstration of learning. If you haven't seen my post about all the things you can do with e-books, read it here, then come back and check out these fabulous templates! Get just one or save on the bundle that includes all six designs! Each template includes versions for Windows, Mac, and Google Slides.

Google Drive Basics
Google Drive is so much more than an online filing cabinet. With its free built-in tools, you and your students can create word processing documents with Google Docs, slideshow presentations (like PowerPoints) with Google Slides, and online surveys with Google Forms. These video courses teach you and your students how to use them well.

Digital Citizenship
These lessons teach students the legal and ethical use of technology.

Getting to Know Your Students

Icebreakers that Rock
This collection of icebreakers will get students moving and talking, helping you build a community in your classroom and making students feel more at home.

Student Inventories
These surveys can be used at the beginning of the term when you are first getting to know students, to help you learn more about their learning preferences, hobbies, passions, responsibilities, and family life. Each level of form has been customized for that particular age group, and all forms are FULLY EDITABLE, so you can ask exactly the questions you want to ask.

The 360 Spreadsheet
Once you have collected all that valuable student information, keep track of it with a 360 Spreadsheet. This allows you to continue building on your knowledge of students and have all the information on one convenient form.

New Year's Resolutions: A Goal-Setting Lesson
This lesson thoughtfully guides students to set measurable goals for the new year. Includes two different kinds of goal-tracking charts and a follow-up reflection form. Available in printable form or an all-digital option for paperless classrooms!

English Language Arts
Writing Instruction
Grammar Gap Fillers
Give your students targeted, individual instruction in the specific grammar, spelling, and usage conventions they need to brush up on.

Teaching Tools

Use these to plan creative, engaging, rigorous instruction at all levels.

Essential Templates

Assignment Rubrics

For those smaller, repetitive tasks. Instead of grading every assignment individually, assess overall work habits by scoring work in batches with this holistic rubric. Teacher's manual is included to explain the process.

Reflecting on Your Practice

This category features two tools to reflect on your teaching practice: The Gut-Level Teacher Reflection is a 5-question exercise that helps you tap into your emotions and physical response to pinpoint exactly which areas of your practice you need to work on, then helps you develop an action plan for improving these areas. The "How's It Going?" Forms allow you to find out exactly how students are experiencing your class at any time of year. It comes in two versions: Elementary is recommended for grades K-6, and Secondary/College is recommended for grades 6-12+.

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Crafted with loving care by yours truly, this is my collection of classroom surveys, printables, lesson and unit plans, activities, and other tools for your classroom. Most can be used in any subject or grade, including at the university level. If an item is exclusive to one particular age group or content area, that will ...

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Last month, I reviewed Zaretta Hammond's fantastic book, Culturally Responsive Teaching and the Brain. Now I'm proud to have Zaretta here as a guest writer to share some specific strategies with us.

Culturally responsive teaching. Everybody is talking about it. The big question is: How do you actually make lessons culturally responsive? That comes up regularly when I am working with groups of teachers to improve outcomes for diverse students who are struggling. I remember working with a group of sixth grade teachers on improving learning for their at-risk students. These teachers were frustrated that their students, 95 percent of them students of color and English language learners, were not applying themselves to learning.

I suggested that we explore making lessons more culturally relevant in order to accelerate student learning. I remember the reaction of Janice, the science teacher. "I am not going to be rappin' about the periodic table," she said defiantly as she crossed her arms and sat back in her chair.

I couldn't blame her. Google "culturally responsive teaching" and you can find a dozen videos of well-meaning teachers leading some call-and-response chant about exponents or rapping about the Boston Tea Party while students sit back and giggle. That's because we usually talk about culturally responsive teaching only as an engagement strategy designed to motivate at-risk students to take learning seriously. Or we try to find a race-based connection to the content to make it "relevant" to minority students.

One of the biggest misconceptions about culturally responsive teaching is thinking you have to tie the lesson's content to African American or Latino students' racial background. The common belief is if you mention Africa, Mexico, or famous black and brown high achievers, it will spark students' attention. Then they will be motivated to participate.

In reality, culturally responsive teaching is less about using racial pride as a motivator and more about mimicking students' cultural learning styles and tools. These are the strategies their moms, dads, grandmas, and other community folks use to teach them life skills and basic concepts long before they come to school and during out-of-school time.

Culturally responsive teaching leverages the brain's memory systems and information processing structures. Why? Many diverse students come from oral cultural traditions. This means their primary ways of knowledge transfer and meaning-making are oral and active. It's a common cultural tradition that cuts across racial groups: African American, Latino, Southeast Asian, and Pacific Islander communities all have strong oral cultures. Each of these cultural groups uses the brain's memory systems for turning inert information into useable knowledge. They use memory strategies to make learning sticky, like connecting what needs to be remembered to a rhythm or music (that's why we still know the ABC song) or by reciting it in fun ways like a poem, riddle, or limerick.

I asked Janice what area of learning she wanted to help her kids improve. She said science vocabulary; they weren't learning the weekly words and it was getting in the way of their understanding of key concepts. She was frustrated and at the end of her rope. I asked how she was teaching it. She used the typical approach: On Monday, she listed the words on the board. Students copied them down and were required to look each word up and use it in a sentence. On Wednesday, there was a vocabulary test.

I suggested that we design word study to be more culturally responsive by making it more like the students' own cultural learning process. She was open for trying something different.

I offered her these three tips for transforming any lesson into something that looked and felt more culturally responsive to diverse students, something that would allow them to engage more and process the content effectively.

Games are the power strategy for culturally-grounded learning because they get the brain's attention and require active processing. Attention is the first step in learning. We cannot learn, remember, or understand what we don't first pay attention to. Call and response is just a way to get the brain's attention. Most games employ a lot of the cultural tools you'd find in oral traditions - repetition, solving a puzzle, making connections between things that don't seem to be related (Ever play Taboo or Apples to Apples?).

Organizing learning so that students rely on each other will build on diverse students' communal orientation. This communal orientation can be summed up in the African proverb, "I am because we are." Even making learning slightly competitive in a good-natured way increases students' level of attention and engagement. It's why the T.V. show Survivor has been around for so many years; it's a social-based game.

The brain is wired to remember stories and to use the story structure to make sense of the world. That's why every culture has creation stories. In oral traditions, stories play a bigger role in teaching lessons about manners, morality, or simply what plants to eat or not eat in the wilderness because it's the way content is remembered. Diverse students (and all students, really) learn content more effectively if they can create a coherent narrative about the topic or process presented. That's the brain's way of weaving it all together. (Bonus: It also offers a great way to check for understanding and correct misconceptions.)

So Janice took her weekly list of science vocabulary and created a variety of sorting and matching games for students. She built a set of simple card games based on Go Fish or Old Maid. In addition she created some team games. Each week students had different active ways to learn the vocabulary. For 10-15 minutes a couple of times during the week, students got to play these learning games rather than look up words in a dictionary. She gave them instructions for making the games at home if they wanted to.

Instead of the traditional weekly vocab test, she asked them to "storify" their understanding of key concept words like metamorphosis, using vocabulary from past weeks.

When I checked in with the group a few weeks later, she was the first one to share. She said student engagement was like night and day. Now all students were participating. She said she knew they were learning the vocabulary at a deeper level because they were actually using the new science terms during discussions and in their writing with no prompting from her.

The big A-ha's for the group that day were that (1) Culturally responsive teaching doesn't have to be some performance the teacher does to entertain students and (2) It doesn't have to mention race or reference culture at all. Instead, what makes a practice culturally responsive is that it mimics students' own cultural learning tools. They all realized that these practices are helpful for all students, not targeted at minority students.

The real trick is to use these strategies regularly as part of your instructional routine rather than doing them randomly every now and then. Consistency is the key. ♦

Learn more about how to improve diverse students' information processing skills and actually grow their brains in Zaretta Hammond's book, Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students .

Stick around.
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3 Tips to Make Any Lesson More Culturally Responsive

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Google "culturally responsive teaching" and you can find a dozen videos of well-meaning teachers leading some call-and-response chant about exponents or rapping about the Boston Tea Party while students sit back and giggle.

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Preliminary Information

On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

We ask these questions because the IAT can be more valuable if you also describe your own self-understanding of the attitude or stereotype that the IAT measures. We would also like to compare differences between people and groups.

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Note: This site is designed for adults, aged 18 or older.

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On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.