Comparison of Biology Syllabuses in Sri Lanka (1998 to 2017)

Comparison of Biology Syllabuses in Sri Lanka (1998 to 2017) 

“In education, learning objectives are brief statements that describe what students will be expected to learn by the end of the school year, course, unit, lesson, project, or class period. In many cases, learning objectives are the interim academic goals that teachers establish for students who are working toward meeting more comprehensive” (S.Abbott, 2014)

When we are comparing studying the biology syllabus aims and objectives are very important. The aims are broad general statements what we intend to achieve at the end of the program, course or activity. Objectives (educationally) are statements what the learner expected to achieve as a result of instructions. The Syllabus is a course of academic studies. The biology syllabus has also been developed on, competency based, Student centered and Activity oriented.

Aims & objectives of the 1998 & 2012 biology syllabus can categorized in three domains (cognitive, affective & psyco-motor) as following table

	Aims & objectives of 1998 syllabus	Domain
		cognitive	affective	Psyco motor
1	Stimulate and development an interest in biology		x
2	Develop and understanding of biological concept, principles and issues and an appreciation of their significance	x	x
3	Emphasis the social and applied aspects of biology		x
4	Encourage an awareness of the contribution of biology to the needs of society	x	x
5	Provide an adequate educational base for the 95% of students who may not proceed to higher levels of the discipline	x	x	x
6	Provide a basic foundation upon which tertiary level learning in the discipline may be built	x
7	Develop the capacity of students to apply the skills and understanding that they have gained to the world of work and to life in their home environment			x
8	Develop an enduring understanding of the value of all organisms and instill in them a love and respect for all life forms and living system		x

	Aims & objectives of 2009 & 2012 syllabus	Domain
		Cognitive	Affective	Psyco motor
1	Develop and interest and desire to expand and deepen the knowledge in the field of biology	X	X
2	Understand the concepts, phenomena, principles in biology through collaborative learning practices	X		X
3	Adjudicate our place in nature; understand our interactions and impact upon the natural and social environment		x
4	Develop the ability to plan investigative processes and to solve problems in the field of biology	X		X
5	Develop a sense of belonging to the environment and identify the country’s natural habitats, together with a positive attitude towards fauna and flora, in order to foster responsibility and involvement in preserving and protecting nature and the quality of the environment	X	X	X
6	Develop sensitivity to current practical problems of everyday life		X
7	Develop an awareness of good habits for maintaining hygiene, health and quality of life.	X	X	X

  

	Objectives/ competency  of 2017 new  syllabus	Cognitive	Affective	Psyco motor
	1.0 Conducts investigations from a biological perspective.	X
	2.1.0 Investigates the chemical basis of life.	X		X
	2.2.0 Examines cell as the basic functioning unit of life	X
	2.3.0 Investigates the importance of cell cycle and cell division.	X
	2.4.0 Investigates energy relationships in metabolic processes of organisms.	X		X
	3.1.0 Explores evolution of life	X
	3.2.0 Explores the diversity of organisms	X		X
	4.1.0 Explores structure, growth and development of plants	X		X
	4.2.0 Examines resource acquisition and transport in vascular plants	X		X
	4.3.0 Explores the diversity of nutritional processes in plants	X
	4.4.0 Inquires into reproductive process in plants	X
	4.5.0 Explores plant responses to internal and external signals	X
	5.1.0 Explores structure, growth and development of animals	X
	5.2.0 Explores nutrition in animals	X
	5.3.0 Investigates on circulation and gas exchange of animals	X
	5.4.0 Explores immunity	X
	5.5.0 Explores osmo regulatin and excretion	X
	5.6.0 Investigates the structures & functions involved in nervous coordination	X
	5.7.0 Explores endocrinal regulation and homeostasis	X
	5.8.0 Inquires into the reproductive process in animals	X
	5.9.0 Inquires into the types of supporting systems and movement in organisms	X		X
	6. 1.0 Explores the basic principles of genetics for applications	X
	7.1.0 Investigate the molecular basis of genetic materials	X		X
	7.2.0 Gets updated on gene technology	X		X
	8.1.0 Engages in a biological analysis on relationships between organisms and their environment.	X	X
	8.2.0 Explores the heterogeneous nature of the biotic component of global and local environment	X	X
	8.3.0 Explore biodiversity as a component of the environment	X	X
	8.4.0 explores global issues related to environment	X	X
	9.1.0 Investigate diversity and handling of microorganisms	X		X
	9.2.0 Investigates micro organisms as human pathogens	X	X	X
	9.3.0 Investigates the use of micro – organisms in industry, agriculture , Environment and contribution of soil microorganisms for agriculture	X	X	X
	9.4. 0 Utilizes the microbiologic al concepts and principles to maintain the quality of water	X	X	X
	9.5.0 Explores the impact of microbes on food	X	X	X
	10.1.0 Uses biological concepts and principles to promote the living standards	X	X	X
		33	9	14

 Objectives of 1998 , 2012 and 2017  domain wise

When we compare the syllabi of 1998, 2009 and 2012 we can see that there isn’t any difference of aims in 2009 and 2012. Therefore compare 1998 syllabus with 2012

According to the details of aims & objectives given above we can see an improvement in 2017 syllabus more than 2012 & 1998 syllabuses. All three domains increased their content. But knowledge content make a very big gap compare with other two domains.    

Example:

From the first sentence of 1998 syllabus “Stimulate and development an interest in biology” and

From the first sentence of 2012 syllabus “Develop and interest and desire to expand and deepen the knowledge in the field of biology”,

We are able to compare these two statements we can see there is a good progress in the aim of 2012 syllabus. Therefore through my observation I can clearly say that there is a great improvement in the affective and cognitive development of the students.

According to above first table there are 8 objectives in 1998 biology syllabus. I think to be a good syllabus all objectives should be focused to achieve the three domains of cognitive, affective & psyco-motor. But from the 4 statements(2,4,5 & 6) of 1998 syllabus belongs to cognitive domain, 6 statements( 1,2,3,4,5 & 8) of 1998 syllabus belongs to affective domain and only one statement (7) of 1998 syllabus belongs to psyco-motor domain.

At the same time only one statement (6) follows the cognitive domain. Apart from that only 5^th statement accomplishes the three domains.

Next we consider above second table that there are 7 aims in 2012 biology syllabus.  I think it is a good syllabus more than 1998 syllabus.

  The reason for my saying that (2012) syllabus is good is there is an effort to balance the three domains through the statements.

In this syllabus 5 statements( 1,2,4,5,7) can be included  to cognitive domain, 5 statements( 1,3,5,6,7) can be included to affective domain as well as  4 statements (2,4,5,7) can be included to psyco-motor domain. Apart from that only 5^th and 7^th statements accomplish the three domains. Considering the above details in the 2012 biology syllabus it is certain that through the most statements the aims of the syllabus have been achieved

       

To the present syllabus effective from 2012 is very carefully categorized under the 14 units. When these are categorized the attention is paid to the aims and objectives of the relative domains we can make it as a table below

	Units	Aims which covered under the unit
1	Introduction to biology	1,2,4,5,6,7
2	Chemical & cellular basis of life	1,2,4
3	Diversity	1,2,3,5
4	Nutrition	1,2,3,4,6,7
5	Respiration	1,2,3,4,6,7
6	Transport	1,2,3,4,6,7
7	Co-ordination homeosis	1,2,3,4,6,7
8	Excretion	1,2,3,4,6,7
9	Support & movement	1,2,3,4,6,7
10	Reproduction, growth & development	1,2,3,4,6,7
11	Heredity	1,2,3,4,6,7
12	Environment biology	1,2,3,4,5,6,7
13	Micro biology	1,2,3,4,5,6,7
14	Applied biology	1,2,3,4,5,6,7

From the chart above I is clearly shown that the 1^st and 2^nd aims are included in all 14 units. At the same time attitude, knowledge and skills development is also made use of 1^st and 2^nd aims. That is really enhancing the teaching learning process too.

            The 3^rd aim adjudicate our place in nature is an important role in present day society. Because its goes to beyond nature which means the social environment.  As the important lies it is included in all units except 1, 2 & 14 units

The 4^th aim is very important because it deals with the field of biology. Therefore we can see the 4^th aim has been included in all units except 3^rd unit

The 5^th aim which deals with most point in relation to the environment including fauna and flora are really important part in biology. I think whole biology depend on it. Therefore it was introduced in 3^rd 12^th 13^th 14^th units highly

The 6^th and 7^th aims which are mainly bound with practical problems of everyday life and health are really included in all units except 1^st 2^nd & 3^rd units. These aims are also parts and parcels of biology. Therefore to get all domains these aims play a major role.   

2012 and 2017 time allocation
List of topics and allocated number of periods	2012		2017
	Unit 01 Introduction to Biology	7	·         Unit 01 Introduction to Biology	5
	Unit 02 Chemical & cellular basis of life	62	·         Unit 02 Chemical & cellular basis of life	85
	Unit 03 Diversity of organisms	40	·         Unit 03 Evolution and diversity of organisms	61
	Unit 04 Nutrition	14	·         Unit 04 Plant form and function 77	77
	Unit 05 Respiration	10	·         Unit 05 Animal form and function	193
	Unit 06 Transport	32	·         Unit 06 Genetics	22
	Unit 07 Coordination and homeostasis	45	·         Unit 07 Molecular Biology & Recombinant DNA Technology	42
	Unit 08 Excretion	15	·         Unit 08 Environmental Biology	41
	Unit 09 Support and movement	33	·         Unit 09 Microbiology	50
	Unit 10 Reproduction, growth and development	60	·         Unit 10 Applied Biology	24
	Unit 11 Heredity	44
	Unit 12 Environmental Biology	39
	Unit 13 Microbiology	49
	Unit 14 Applied Biology	30
	Total	480	Total	600

We can see, the 2017 new syllabus it has been reduced number of topics, but it has been increased time allocation.

Although have reduced topics content has not been reduced. Some new trendy themes were included for an example, Molecular Biology & Recombinant DNA Technology as well. But that syllabus still not approved and it is discussing about content and all.

   From 2009 to 2017 biology syllabus content not change obviously. But there were some deletions and additions.   However considering a school policy and programmes of 2017 proposed syllabus. That has some trends of new science teaching process skills also. We can propose biology aim and objectives should be changed suitable for the future work world and day today life. Directly it should be aim to some useful opportunity or develop some other purpose.    

References

 examination, D. o. (2017). www.nie.lk. Retrieved from http://www.nie.lk/selesylltg

S.Abbott. (2014, august 26). Hidden curriculum. Retrieved june 06, 2017, from The glossary of education reform: http://edglossary.org/learning-objectives/

  

 Bibliography

examination, D. o. (2017). www.nie.lk. Retrieved from http://www.nie.lk/selesylltg

S.Abbott. (2014, august 26). Hidden curriculum. Retrieved june 06, 2017, from The glossary of education reform: http://edglossary.org/learning-objectives/