Systems thinking is a powerful concept in biology which can help students understand how the diversity of contexts in the biology curriculum all have similar underlying characteristics. However, it is not currently a common feature in secondary education as it is not part of the National Curriculum of England. Research on systems thinking has…

First-year undergraduate curricula and their delivery should assist students in the transition from previous learning experiences to learning in higher education. However, the so-called articulation gap or discontinuity between secondary and higher education has been identified as a key structural curriculum problem for first-year success in South…

This paper examines the feasibility of using historical case studies to contextualise the learning of the nature of science and technology in a biology lesson. Through exploring the historical development of vaccine technology, students were expected to understand the complexity of the relationships between technology and science beyond the…

With the development and implementation of new curriculum standards, the field tests of education reform in senior high schools began in 2004 in four pilot provinces in mainland China. After five years of the reform, it is necessary to know how and to what extent the curriculum standard guides test classroom instruction. The present study was…

This study seeks to inform science education practitioners and researchers in the West about apparent attempts to reconcile science and religion in Pakistan's public school curriculum. We analysed the national high school science curriculum and biology textbooks (English) used in the Government schools in Pakistan, where Islamic faith is the…

Over the past two decades, science has become established as a core school subject in schools in England and Wales, taken by all students aged 5 to 16. But increasingly questions have been raised about the suitability for many students of the curriculum they are required to follow (Murray and Reiss, 2005). From September 2006, schools in England…

Discusses the diversification of biology courses and resources in Ontario province, Canada, resulting from the province's 1960 departure from a prescribed curriculum syllabus. (SL)

Presents human-centered and cybernetic (system theory) structuring approaches for organizing the biology curriculum. Each approach involves social and inter-disciplinary impact. (SL)

Describes, compares, and evaluates available syllabi for biology instruction in England and Wales. Provides a checklist to be used in the analysis of syllabuses and summarizes main features of assessment schemes employed in the different options. (ML)

Deals with the practical assessment of the General Certificate of Secondary Education (GCSE) in Great Britain with regard to the requirements set forth in biology syllabi. Addresses the requirements of the British National Criteria for assessment of experimental skills, the assessment framework, and the principle of positive achievement. (TW)

Argues that life cycles and the concept of the four-dimensional organism should be the most important idea in teaching high school biology in the United Kingdom. Presents a set of concepts and terms with a view to improving the perceived confusion in present teaching situations. (TW)

Proposes that the concept of evolution be used to integrate and link topics in biology syllabi. Justifies and cites advantages of teaching biology from an evolutionary viewpoint, providing specific examples of implementation possibilities. (ML)

Identifies the constraints that have shaped existing biology courses and discusses objectives and content for future biological education. Suggests recognizing the importance of biology as a discipline that relates to both the individual and society. (JN)

Some aspects of the selection and teaching of options of the Joint Matriculation Board's Advanced Level Biology syllabus were investigated by means of a questionnaire. The teachers' opinions of the options and their aims in teaching them are considered. Options seem to be regarded favorably by most of the teachers. (Author/JN)

Evidence relating to the impact on British schools of the Nuffield 0-level Biology Project is examined, particularly that related to possible changes in teaching style. Explanations for the persistence of didactic teaching are also discussed. (Author)