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A STUDY OF THE NATURE OF CHANGES IN THE SECONDARY LEVEL BIOLOGY CURRICULUM SINCE 1960

Perveen, Shafqat (1996) A STUDY OF THE NATURE OF CHANGES IN THE SECONDARY LEVEL BIOLOGY CURRICULUM SINCE 1960. PhD thesis, University of Peshawar, Peshawar.

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Abstract

Curriculum development is a dynamic and continuous process. It is subject to change in view of the changing socio-economic and political scenario. It is changed when it is not consistent with the national and goals of education.. It is changed when it loses balance, integration and relationship within and among various disciplines. Biology as an important scientific discipline, has been gaining currency doing the last three decades, and plays significant role in the filed of science. It helps in understanding ourselves, our environment and the work around us. Such were the guiding spirit that inspired the researcher to study in depth the nature and process of changes and developments of biology curriculum offered at secondary level in Pakistan Since 1960. The main objectives governing the study are to study the nature of changes brought about in biology curriculum, to identify factor and forces warranting such changes, to identify the problems and issues inhibiting proper implementation of the curriculum in the class room and also to formulate guide-lines for not only correcting the situation but to make it more responsive to the challenges of the 21st century. The study is hoped to influence the policy of the government and will provide feed back on the operational status of the curriculum. The study is descriptive in nature and is based on documentary analysis and filed assessment of the execution of the subject in the class room. Documentary analysis is based on critical review of all related documents formulated from time to time by the government on biology. The field analysis is bases on comments observations of the heads of institutions teachers, biologists and educationists on the nature, scope and relevance of biology curriculum, the infra-structure and the instructional facilities provided for effective teaching of the subject. On the basis of analysis and other situational factors, it is concluded that biology curriculum has been widely diversified in nature and scope and has been sufficiently expanded vertically and horizontally. But wide margins have been left for changing its descriptive nature, ensuing its integration within itself and among other scientific disciplines and projecting more its social aspect and practical approach to the solution of social problems, besetting the society. The subject further needs to be future oriented not only perceiving the future problems of the society but incorporating the explosive nature of knowledge and information, shifting its classical and traditional mode of instruction to the emerging innovative use of sophisticated instruction technology in teaching of biology curriculum in future

Item Type:Thesis (PhD)
Uncontrolled Keywords:biology curriculum, secondary level, independence period
Subjects:Social Sciences(g) > Education(g6)
ID Code:365
Deposited By:Mr Shahzad Shah
Deposited On:03 Aug 2006
Last Modified:04 Oct 2007 21:00

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