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 aspirations 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 field of science. It helps in understanding ourselves, our environment and the
world 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 1 960.
The main objectives governing the study are to study the nature of changes
brought about in biology curriculum, to identify factors and forces warranting
such changes, to identify the problems and issues inhibiting proper implementation
of die curriculum in the class room and also to formulate guide-lines for not only
correcdng the situation but to make it more responsive to the challenges of the 21stcentury. The study is hoped to in faience 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 field
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 based 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 instructional technology in teaching of biology curriculum in
future.