Issue
Authors retain the copyright without restrictions for their published content in this journal. HSSR is a SHERPA ROMEO Green Journal.
Publishing License
This is an open-access article distributed under the terms of
INVESTIGATE THE SUSTAINABILITY PRINCIPLES EMBEDDED IN THE SECONDARY SCHOOL BIOLOGY CURRICULUM
Corresponding Author(s) : Naila Zarar
Humanities & Social Sciences Reviews,
Vol. 9 No. 3 (2021): May
Abstract
Purpose of the study: The study aimed to investigate the sustainability principles embedded in the secondary school Biology curriculum in Lahore. Secondly, it helps explain the theoretical frames which underpinned the embedding of sustainability principles into the secondary school Biology curriculum.
Methodology: The qualitative research method was employed to collect the data to answer the posed questions. Analysis of the Biology curriculum document was opted to analyze the sustainability principles embedded in the secondary school Biology curriculum.
Main Findings: The result of the study revealed that the inclusion of sustainability in the curriculum of secondary school Biology made it more organized, coordinated, and formal. However, there is a need to emphasize the memorization and retention of irrelevant material, themes, or detail. In the limited portions of the Biology curriculum, the social and economic aspects omit and practical, experimentation or application of the written content work ignored in the curriculum.
Applications of this study: The study will shed new light on the progressive and applicable implementation of sustainability principles. The systematic and coordinated inclusion of the sustainability principle in the biology curriculum will help students cope with the needs and demands of a future society.
Novelty/Originality of this study: There was a considerable amount of work on the science curriculum and the alignment of the textbooks. However, it is improper in the Biology curriculum. In this project, scientists analyze individually or simultaneously the principles of sustainability in the biology curriculum. This study will also help the curriculum developers to make a curriculum that must reflect our social, Islamic, environmental, and economic needs.
Keywords
Download Citation
Endnote/Zotero/Mendeley (RIS)BibTeX
- Abimbola, Isaac Olakanmi; Baba, Salihu (1996) Misconceptions and Alternative Conceptions in Science
- Textbooks: The Role of Teachers as Filters. American Biology Teacher, 58(1), 14-19.
- Atkinson, G., Dietz, S., & Neumayer, E. (2007). Introduction: Handbook of sustainable development. Elgar original reference. https://doi.org/10.4337/9781847205223 DOI: https://doi.org/10.4337/9781847205223
- BAKER, J. J. (2008). Exploring ‘living curricula’: Biocentric complexity and education. Paper presented at the Proceedings of the 2008 Complexity Science and Educational Research Conference. https://www.researchga te.net/publication/262042006_Education_for_Sustainability_Implications_for_Curriculum_and_Pedagogy
- Barth, M., Michelsen, G., & Sanusi, Z. A. (2011). A review on higher education for sustainable development-looking back and moving forward. Journal of social sciences, 7(1), 100-103. https://doi.org/10.384 4/jssp.2011.100.103 DOI: https://doi.org/10.3844/jssp.2011.100.103
- Bradley, J. (2005). Chemistry education for development. Chemical Education International, 7.
- Bhatti, A. J., Jumani, N. B., & Bilal, M. (2015). Analysis of Alignment between Curriculum and Biology Textbook at Secondary Level in Punjab. Pakistan Journal of Social Sciences (PJSS), 35(1).
- Eilks, I. (2002). Teaching ‘biodiesel’: a sociocritical and problem oriented approach to chemistry teaching and students’first views on it. Chemistry Education Research and Practice, 3(1), 77-85. https://doi.org/10.103 9/B1RP90041B DOI: https://doi.org/10.1039/B1RP90041B
- Eilks, I., Nielsen, J. A., & Hofstein, A. (2014). Learning about the role and function of science in public debate as an essential component of scientific literacy. Topics and trends in current science education (pp. 85-100): Springer. https://doi.org/10.1007/978-94-007-7281-6_6 DOI: https://doi.org/10.1007/978-94-007-7281-6_6
- Feierabend, T., & Eilks, I. (2010). Raising Students' Perception of the Relevance of Science Teaching and Promoting Communication and Evaluation Capabilities Using Authentic and Controversial Socio-Scientific Issues in the Framework of Climate Change. Science Education International, 21(3), 176-196.
- Feierabend, T., Jokmin, S., & Eilks, I. (2011). Chemistry teachers' views on teaching'climate change'-an interview case study from research-oriented learning in teacher education. Chemistry Education Research and Practice, 12(1), 85-91. https://doi.org/10.1039/C1RP90011K DOI: https://doi.org/10.1039/C1RP90011K
- Gadotti, M. (2010). Reorienting education practices towards sustainability. Journal of Education for Sustainable Development, 4(2), 203-211. https://doi.org/10.1177/097340821000400207 DOI: https://doi.org/10.1177/097340821000400207
- Goodson, I. (2010). Curriculum reform and curriculum theory: A case of historical amnesia. Cambridge Journal of Education, 19(2), 131-141. https://doi.org/10.1080/0305764890190203 DOI: https://doi.org/10.1080/0305764890190203
- Gough, S., & Scott, W. (2003). Sustainable development and learning: Framing the issues. Routledge. Book ISBN 9780415276481. https://doi.org/10.4324/9780203464625 DOI: https://doi.org/10.4324/9780203464625
- Hofstein, A., Eilks, I., & Bybee, R. (2011). Socio-scientific issues as a necessary base for sustainable chemistry education. International Journal of Mathematics and Science Education, 9, 1459-1483. https://doi.org/10.100 7/s10763-010-9273-9 DOI: https://doi.org/10.1007/s10763-010-9273-9
- Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of science education, 29(11), 1347-1362. https://doi.org/10.1080/09500690601007549 DOI: https://doi.org/10.1080/09500690601007549
- Holdsworth, S., Wyborn, C., Bekessy, S., & Thomas, I. (2008). Professional development for education for sustainability. International Journal of Sustainability in Higher Education, 9(2), 131-146. https://doi.org/10.11 08/14676370810856288 DOI: https://doi.org/10.1108/14676370810856288
- Huckle, J. (2005). Education for sustainable development: A briefing paper for the Teacher Training Agency. Final draft June. www.ttrb.ac.uk/viewArticle2.aspx?contentId=11324
- Isenhour, C. (2010). On conflicted Swedish consumers, the effort to stop shopping and neoliberal environmental governance. Journal of Consumer Behaviour, 9(6), 454-469. https://doi.org/10.1002/cb.336 DOI: https://doi.org/10.1002/cb.336
- Moore, J. (2005). Seven recommendations for creating sustainability education at the university level. International Journal of Sustainability in Higher Education, 6(4), 339-339. https://doi.org/10.1108/14676 370510623829 DOI: https://doi.org/10.1108/14676370510623829
- Nolet, V. (2009). Preparing sustainability-literate teachers. Teachers College Record, 111(2), 409-442.
- [NCTB] National Curriculum and Textbook Board (2006). Curriculum and Syllabus, Secondary Level (Grades IX-X) [in Pakistan]. Islamabad: Fedral Ministry of Education. http://bisep.com.pk/downloads/curricul um/Grades-IX-X/pk_sc_bsc_2006_eng.pdf
- Pauw, J., Gericke, N., Olsson, D., & Berglund, T. (2015). The effectiveness of education for sustainable development. Sustainability, 7(11), 15693-15717. https://doi.org/10.3390/su71115693 DOI: https://doi.org/10.3390/su71115693
- Pawłowski, A. (2008). How many dimensions does sustainable development have? Sust. Dev., 16, 81-90. https://doi.org/10.1002/sd.339 DOI: https://doi.org/10.1002/sd.339
- Sauvé, L. (1996). Environmental education and sustainable development: A further appraisal. Canadian Journal of Environmental Education, 1, 7-34.
- Schultz, P. W. (2011). Conservation means behavior. Conservation Biology, 25(6), 1080-1083. https://doi.org/10.1111/j.1523-1739.2011.01766.x DOI: https://doi.org/10.1111/j.1523-1739.2011.01766.x
- Shah, S. F. (2012). An investigation into the alignment between the Government’s dictated English language curriculum and the textbook mediated classroom practice at the secondary level in Pakistan. A Master of Philosophy thesis at Nottingham Trent University.
- Sterling, S. (2003). Whole systems thinking as a basis for paradigm change in education explorations in the context of sustainability. University of Bath. Ph.D.Thesis.
- Tilbury, D., Keogh, A., Leighton, A., & Kent, J. (2005). A national review of environmental education and its contribution to sustainability in Australia: Further and higher education. Australian Research Institute in Education for Sustainability (ARIES).
- UN DESD. (2005). UN decade of ESD:UNESCO. Report. https://en.unesco.org/themes/education-sustainable-development/what-is-esd/un-decade-of-esd
- UNESCO. (2004). The quality imperative:Education for all global monitoring report 2005: Unesco.Report https://en.unesco.org/gem-report/report/2005/education-all-quality-imperative
- UNESCO. (2005). Teaching and learning geography in the UN decade of education for sustainable development. Geographical Education, 18, 6.
- UNESCO. (2009). A United Nations Decade of Education for Sustainable Development (2005–14) What Difference will it Make? Journal of Education for Sustainable Development, 3(1), 87-97. https://doi.org/10.1177/097340820900300116 DOI: https://doi.org/10.1177/097340820900300116
- Vare, P., & Scott, W. (2007). Learning for a change: Exploring the relationship between education and sustainable development. Journal of Education for Sustainable Development, 1(2), 191-198. https://doi.org/10.1177/097340820700100209 DOI: https://doi.org/10.1177/097340820700100209
- Wheeler, K. (2000). Sustainability from five perspectives. Education for a sustainable future, 2-6.
References
Abimbola, Isaac Olakanmi; Baba, Salihu (1996) Misconceptions and Alternative Conceptions in Science
Textbooks: The Role of Teachers as Filters. American Biology Teacher, 58(1), 14-19.
Atkinson, G., Dietz, S., & Neumayer, E. (2007). Introduction: Handbook of sustainable development. Elgar original reference. https://doi.org/10.4337/9781847205223 DOI: https://doi.org/10.4337/9781847205223
BAKER, J. J. (2008). Exploring ‘living curricula’: Biocentric complexity and education. Paper presented at the Proceedings of the 2008 Complexity Science and Educational Research Conference. https://www.researchga te.net/publication/262042006_Education_for_Sustainability_Implications_for_Curriculum_and_Pedagogy
Barth, M., Michelsen, G., & Sanusi, Z. A. (2011). A review on higher education for sustainable development-looking back and moving forward. Journal of social sciences, 7(1), 100-103. https://doi.org/10.384 4/jssp.2011.100.103 DOI: https://doi.org/10.3844/jssp.2011.100.103
Bradley, J. (2005). Chemistry education for development. Chemical Education International, 7.
Bhatti, A. J., Jumani, N. B., & Bilal, M. (2015). Analysis of Alignment between Curriculum and Biology Textbook at Secondary Level in Punjab. Pakistan Journal of Social Sciences (PJSS), 35(1).
Eilks, I. (2002). Teaching ‘biodiesel’: a sociocritical and problem oriented approach to chemistry teaching and students’first views on it. Chemistry Education Research and Practice, 3(1), 77-85. https://doi.org/10.103 9/B1RP90041B DOI: https://doi.org/10.1039/B1RP90041B
Eilks, I., Nielsen, J. A., & Hofstein, A. (2014). Learning about the role and function of science in public debate as an essential component of scientific literacy. Topics and trends in current science education (pp. 85-100): Springer. https://doi.org/10.1007/978-94-007-7281-6_6 DOI: https://doi.org/10.1007/978-94-007-7281-6_6
Feierabend, T., & Eilks, I. (2010). Raising Students' Perception of the Relevance of Science Teaching and Promoting Communication and Evaluation Capabilities Using Authentic and Controversial Socio-Scientific Issues in the Framework of Climate Change. Science Education International, 21(3), 176-196.
Feierabend, T., Jokmin, S., & Eilks, I. (2011). Chemistry teachers' views on teaching'climate change'-an interview case study from research-oriented learning in teacher education. Chemistry Education Research and Practice, 12(1), 85-91. https://doi.org/10.1039/C1RP90011K DOI: https://doi.org/10.1039/C1RP90011K
Gadotti, M. (2010). Reorienting education practices towards sustainability. Journal of Education for Sustainable Development, 4(2), 203-211. https://doi.org/10.1177/097340821000400207 DOI: https://doi.org/10.1177/097340821000400207
Goodson, I. (2010). Curriculum reform and curriculum theory: A case of historical amnesia. Cambridge Journal of Education, 19(2), 131-141. https://doi.org/10.1080/0305764890190203 DOI: https://doi.org/10.1080/0305764890190203
Gough, S., & Scott, W. (2003). Sustainable development and learning: Framing the issues. Routledge. Book ISBN 9780415276481. https://doi.org/10.4324/9780203464625 DOI: https://doi.org/10.4324/9780203464625
Hofstein, A., Eilks, I., & Bybee, R. (2011). Socio-scientific issues as a necessary base for sustainable chemistry education. International Journal of Mathematics and Science Education, 9, 1459-1483. https://doi.org/10.100 7/s10763-010-9273-9 DOI: https://doi.org/10.1007/s10763-010-9273-9
Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of science education, 29(11), 1347-1362. https://doi.org/10.1080/09500690601007549 DOI: https://doi.org/10.1080/09500690601007549
Holdsworth, S., Wyborn, C., Bekessy, S., & Thomas, I. (2008). Professional development for education for sustainability. International Journal of Sustainability in Higher Education, 9(2), 131-146. https://doi.org/10.11 08/14676370810856288 DOI: https://doi.org/10.1108/14676370810856288
Huckle, J. (2005). Education for sustainable development: A briefing paper for the Teacher Training Agency. Final draft June. www.ttrb.ac.uk/viewArticle2.aspx?contentId=11324
Isenhour, C. (2010). On conflicted Swedish consumers, the effort to stop shopping and neoliberal environmental governance. Journal of Consumer Behaviour, 9(6), 454-469. https://doi.org/10.1002/cb.336 DOI: https://doi.org/10.1002/cb.336
Moore, J. (2005). Seven recommendations for creating sustainability education at the university level. International Journal of Sustainability in Higher Education, 6(4), 339-339. https://doi.org/10.1108/14676 370510623829 DOI: https://doi.org/10.1108/14676370510623829
Nolet, V. (2009). Preparing sustainability-literate teachers. Teachers College Record, 111(2), 409-442.
[NCTB] National Curriculum and Textbook Board (2006). Curriculum and Syllabus, Secondary Level (Grades IX-X) [in Pakistan]. Islamabad: Fedral Ministry of Education. http://bisep.com.pk/downloads/curricul um/Grades-IX-X/pk_sc_bsc_2006_eng.pdf
Pauw, J., Gericke, N., Olsson, D., & Berglund, T. (2015). The effectiveness of education for sustainable development. Sustainability, 7(11), 15693-15717. https://doi.org/10.3390/su71115693 DOI: https://doi.org/10.3390/su71115693
Pawłowski, A. (2008). How many dimensions does sustainable development have? Sust. Dev., 16, 81-90. https://doi.org/10.1002/sd.339 DOI: https://doi.org/10.1002/sd.339
Sauvé, L. (1996). Environmental education and sustainable development: A further appraisal. Canadian Journal of Environmental Education, 1, 7-34.
Schultz, P. W. (2011). Conservation means behavior. Conservation Biology, 25(6), 1080-1083. https://doi.org/10.1111/j.1523-1739.2011.01766.x DOI: https://doi.org/10.1111/j.1523-1739.2011.01766.x
Shah, S. F. (2012). An investigation into the alignment between the Government’s dictated English language curriculum and the textbook mediated classroom practice at the secondary level in Pakistan. A Master of Philosophy thesis at Nottingham Trent University.
Sterling, S. (2003). Whole systems thinking as a basis for paradigm change in education explorations in the context of sustainability. University of Bath. Ph.D.Thesis.
Tilbury, D., Keogh, A., Leighton, A., & Kent, J. (2005). A national review of environmental education and its contribution to sustainability in Australia: Further and higher education. Australian Research Institute in Education for Sustainability (ARIES).
UN DESD. (2005). UN decade of ESD:UNESCO. Report. https://en.unesco.org/themes/education-sustainable-development/what-is-esd/un-decade-of-esd
UNESCO. (2004). The quality imperative:Education for all global monitoring report 2005: Unesco.Report https://en.unesco.org/gem-report/report/2005/education-all-quality-imperative
UNESCO. (2005). Teaching and learning geography in the UN decade of education for sustainable development. Geographical Education, 18, 6.
UNESCO. (2009). A United Nations Decade of Education for Sustainable Development (2005–14) What Difference will it Make? Journal of Education for Sustainable Development, 3(1), 87-97. https://doi.org/10.1177/097340820900300116 DOI: https://doi.org/10.1177/097340820900300116
Vare, P., & Scott, W. (2007). Learning for a change: Exploring the relationship between education and sustainable development. Journal of Education for Sustainable Development, 1(2), 191-198. https://doi.org/10.1177/097340820700100209 DOI: https://doi.org/10.1177/097340820700100209
Wheeler, K. (2000). Sustainability from five perspectives. Education for a sustainable future, 2-6.