Analysis Of Textbook Of Biology For Higher Secondary Students With Reference To 21st century Life Skills

Abstract

The science education in 21st century has become more challenging with reference to educating students in 21st century skills in addition to imparting scientific attitude, knowledge and skills required for science education. The present paper investigated the biology textbook of higher secondaryschool published by national book foundation Islamabad (Pakistan) level in accordance with 21stcentury requirements like creativity, critical thinking, collaboration, flexibility and responsibility etc. Findings reported that the textbook of Biology for higher secondary school level did not meet the requirements of 21st century for students of secondary level. The research study suggested that there is need to update the content and methodology of textbook of Biology of higher secondary school level according to the life skills requirements of 21st century. The present paper is useful for curriculum experts and for teachers of Biology.

Headnote

Abstract

The science education in 21st century has become more challenging with reference to educating students in 21st century skills in addition to imparting scientific attitude, knowledge and skills required for science education. The present paper investigated the biology textbook of higher secondaryschool published by national book foundation Islamabad (Pakistan) level in accordance with 21stcentury requirements like creativity, critical thinking, collaboration, flexibility and responsibility etc. Findings reported that the textbook of Biology for higher secondary school level did not meet the requirements of 21st century for students of secondary level. The research study suggested that there is need to update the content and methodology of textbook of Biology of higher secondary school level according to the life skills requirements of 21st century. The present paper is useful for curriculum experts and for teachers of Biology.

Key words: Science Education, Biology Textbook, Higher Secondary Level, 21stCentury Skills, Inquiry-based learning, Life and Career Skills

Introduction

The 'knowledge age' of 2lstcentury has brought the globalization, the scientific and technological revolution. The scientific and technological innovations has facilitated the processes of learning and teaching through variety of resources and technology. But it has also placed a variety of demands on young students to prepare competently for their work, career and life. The students are now expected to gain knowledge and learn to apply it for doing things, rather than just accumulating the theoretical knowledge (Osman, Hiong&Vebrianto, 2013; Osman &Marimuthu, 2010). In addition, the work and life skills are equally important for survival in 21stcentury (Osman, Hiong&Vebrianto, 2013).

It is crucial to inculcate mastery of 21st century skills among higher secondary school students. Because the higher secondary school level is end of formal schooling. After this stage, students select their career. Additionally, the personality of the adolescents is growing and character is formed during this stage (Higher Secondary Education, n.d.). So, it is easy to mould into any shape. Moreover, most of students go for work after completion of higher secondary school level.

The science education in the modern era expects students to engage in scientific inquiry to use their knowledge for skill development (Iowa Department of Education, 2015; Osman, Hiong&Vebrianto, 2013; Sorgo &Spernjak,2012) and to make decisions about scientific and socio-scientific issues (Sorgo & Spernjak,2012). Besides developing scientific attitude and mastery of cognitive skills, science education must play its role for educating the students to produce moral attitude, and awareness about environmental and different global issues (Khalil, Lazarowitz& Hertz-Lazarowitz, 2014).

A number of frameworks have been proposed by various international organizations to list the 21stCentury Skills i.e., National Research Council, University of Chicago Consortium, Collaborative for Academic, Social and Emotional Learning (CASEL), Strive Network (Hagen, 2013). However, National Research Committee (NRC) U. S. Ahaspresented a very comprehensive account of competencies for 21stCentury. NCR, (2012) has divided the 21stCentury Skills into three main categories:

a) Cognitive domain involves reasoning and memory. It includes three main clusters of competencies: cognitive processes and strategies, knowledge and creativity. Critical thinking, information literacy, reasoning and argumentation, and innovation characterize this domain.

(b) Intrapersonal Domain refers to the ability to manage one' behavior and emotions. Intellectual openness, work ethic and conscientiousness, and positive core- self-evaluation are clusters of competencies included in this domain. The skills like flexibility, initiative, appreciation for diversity and metacognition (thinking about one's own thinking, and attitude) are involved in intrapersonal domain.

(c) Interpersonal domain involves effectively communicating and interacting with other people. Teamwork and collaboration, and leadership are involved in this area. Skills required for this domain are communication, collaboration, responsibility and conflict resolution.

For inculcating 21stcentury into the school education, it is important to recognize which 21stcentury skills are best suited to a school's and community's vision. After this, planning should be done for necessary changes in the system to equip students with those skills (Partnership for 21st Century Skills, 2007; National Central Regional Educational Laboratory, 2003)

Pakistan needs scientifically literate society to cope successfully with the global and regional challenges (Faize, 2011). The development of inquiry skills are as much important as the awareness about scientific knowledge. But the science course is overloaded and contained irrelevant material (Faize, 2011). There is a need to reduce the overload of curriculum so that teachers can be able to inculcate in students in-depth understanding of various concepts and development of wider range of skills (Zareen, Kayani&Kayani, 2014).

Biology is taught as an elective science subject at secondary and higher secondary level. A number of studies have been conducted in Pakistan and other countries to improve the Biology Curriculum of Secondary and higher secondary level in accordance with the requirements of modern era i.e., Khalil, Lazarowitz&Lazarowitz (2014);Hussain (2014);Zareen(2014), Osman, Hiong&Vebrianto (2013), Sorgo &Spernjak (2012), Berjevin (2010), Osman &Marimuthu (2010) and Gillani(2005). It was observed that all the above mentioned researches were related to learning targets, instructional methodology, instructional technology, practical work and integration of other subjects in biology. The researcher did not find any study national or local level that could have evaluated the curriculum of Biology with reference to 21st century skills. Realizing the gap, the researcher decided to conduct research in this area and to assess the textbook of Biology in perspective of 21st century skills. The researcher consider to conduct content analysis of the Biology textbook to achieve the objective.

Statement of the problem:

The present research paper was an attempt to analyze the current textbook of Biology forhigher secondary level published by National Book Foundation with reference to 21st century skills required for students of higher secondary school level.

Research Objectives:

The research paper was aimed to achieve the following research objectives:

1. To explore the 21st century skills required for students of higher secondary school level;

2. To analyze the current textbook of Biology of higher secondary school level in Pakistan with reference to 21stcentury skills.

Research Questions:

The following research questions were developed to achieve the objectives of the research paper:

1. What are the 21stcentury skills required for students of higher secondary school level?

2. Which 21stcentury skills are included in textbook of Biology of higher secondary school level in Pakistan?

3. Is there any need to address the factor of 21stcentury skills in textbook of Biology of higher secondary school level in Pakistan?

Delimitation of the Study

Due to constraints of time and resources, the researcher delimited her research study to:

1. Examining the textbook of Biology published by National Book Foundation, Islamabad forstudents of higher secondary school level in Pakistan

2. Conducting the research study through qualitative document analysis of textbook of Biology forhigher secondary School level in Pakistan

3. Analyzing the four chapters of textbook of Biology Part-II for Higher Secondary School level in Pakistan with special reference to 21stcentury skills.

Procedure of the study:

It was a theoretical and desk review study. The researchers accessed the relevant literature in the form of research articles, reports, books and web search. After consulting the relevant documents, the researchers formulated a theoretical framework for the research study. The researchers analyzed the textbook of Biology of higher secondary School level keeping in mind the theoretical framework. In the light of findings of the analysis of textbooks, the researchers were able to point out the required modifications in the textbooks of Biology for higher secondary school in Pakistan.

Theoretical framework of the study

After consulting21stcentury skills map for science education developed by Partnership for 21st century skills (2009), Iowa Core K-12 21st century skills (2012), National Research Committee report (2012), theIowa report for science Standards (2009), National Education Association Guide on 4Cs (201 1), 21stcentury skills by National Central Regional Educational Laboratory and Metiri Group (2003), the researchers formulated a conceptual framework for the research paper. Besides content mastery skills for science subjects, the following 21stcentury skills are very important:

1. Creativity and innovation: Science education demands creativity. Scientific and technological innovation are main core of science education.Creativity refers to create a thing that is genuine and original (National Central Regional Educational Laboratory and Metiri Group, 2003) by using previous knowledge and applying theory to a real world situation, and by using cross disciplinary approaches(Partnership for 21st Century Skills, 2009). It involves creating new ideas, products and processes (Iowa Core K-12 21st Century Skills, 2012). Creativity and innovation skills covers the concepts of:

a. Thinking creatively through creating, analyzing and evaluating the ideas

b. Working creatively with others by developing, implementing and communicating new ideas, and learning from mistakes

c. Implementing new innovations through acting on creative ideas to make useful contribution to any field (National Education Association U. S. A, 2011).

2. Critical Thinking and Problem-Solving: Critical thinking and problemsolving skills are vital for thinking logically about various scientific concepts and applying carefully those concepts to solve real-life problems (Partnership for 21st Century Skills, 2009). Critical thinking skill involves analyzing and evaluating evidences, arguments and alternative point of views (National Education Association, 2011; Partnership for 21st Century Skills, 2009),evaluating information from multiple perspective (Iowa Core K-12 21st Century Skills, 2012), deriving conclusions on the basis of analysis, asking relevant questions and solving different problems (National Education Association, 2011; Partnership for 21 stCentury Skills, 2009).

3. Communication: Communication is vital in science education to describe information to other people so that research can be duplicated or advanced (Partnership for 21st Century Skills, 2009).Scientific ideas and thinking can be communicated through a variety of oral, written and nonverbal (National Education Association, 2011; Partnership for 21st Century Skills, 2011; Partnership for 21st Century Skills, 2009), mathematical, graphical and pictorial representations (Partnership for 21st Century Skills, 2009). Listening and reading effectively to grasp the meaning (National Education Association, 2011), speaking or writing to inform, instruct or persuade (Partnership for 21st Century Skills, 2011; Partnership for 21st Century Skills, 2009), asking questions, and expressing ideas (Iowa Core K-12 21st Century Skills, 2012)are aspects of effective communication.

4. Collaboration: Collaboration refers to working effectively and flexibly with diverse teams to achieve a common goal (National Education Association, 2011; Partnership for 21st Century Skills, 2011; Partnership for 21st Century Skills, 2009). Collaboration requires shared responsibility for achieving the common goal and ensures individual contribution to group effort (National Education Association, 2011; Partnership for 21st Century Skills, 2011). Science education in 21stcentury accentuate interdisciplinary research and collaboration between hard and social sciences (Partnership for 21st Century Skills, 2009).

5. Information Literacy: Information literacy refers to accessing and evaluating information from different sources and managing the information (Partnership for 21st Century Skills, 2011), interpreting information and drawing conclusions to resolve an issue or problem (National Education Association, 2011; Partnership for 21st Century Skills, 2011).

6. Media literacy:Media literacy involves analyzing the techniques used by print and non-print media sources, and judging the validity and credibility of the information displayed in various media sources (Iowa Core K-12 21st Century Skills, 2012; National Education Association, 2011; Partnership for 21st Century Skills, 2011; Partnership for 21st Century Skills, 2009).

7. Information and communications technology (ICT) literacy: Information and communications literacy involves the use of digital technologies (computers, media players), communication tools and social networks to access, manage, create and evaluate information (National Education Association, 2011; Partnership for 21st Century Skills, 2011; Partnership for 21st Century Skills, 2009).

8. Flexibility and Adaptability: Being flexible and adaptable is vital in science education so that innovative evidence based theories can replace previously formulated ideas and hypotheses. However, the application of scientific knowledge and scientific reasoning skills is essential for flexibility and adaptability (Partnership for 21st Century Skills, 2009).This skill can help to adapt to varied roles and to balance diverse views to reach at workable solutions (Partnership for 21st Century Skills, 2011).

9. Social and Cross-cultural Skills: Social and cross-cultural skill is important to be developed in science students because science involves working with people of different ages and backgrounds in a respectful manner. Social and cross-cultural skill is required to interact and work with different perspectives, opinions and interpretation from different individuals (Partnership for 21st Century Skills, 2011; Partnership for 21st Century Skills, 2009).

10. Productivity and Accountability: It involves making a plan by setting goal, managing it, and working collaboratively and professionally to achieve the results (Partnership for 21st Century Skills, 2011). Science demands producing accurate data to arrive at conclusion and communicating the results with community (Partnership for 21st Century Skills, 2009).

11. Leadership and Responsibility:Science education demands drawing conclusions on the basis of evidence, addressing the bias and other influences on the results. It requires to appropriately and safely apply scientific knowledge on different situation (Partnership for 21st Century Skills, 2009). It is essential to conduct an inquiry by keeping in mind the interests of community and environment (Partnership for 21st Century Skills, 2011).Partnership for 21st Century Skills i.e., a group 36 organizations, has incorporated four interdisciplinary themes into the list of 21stcentury skills:

12. Global awareness to understand the global issues and working collaboratively to resolve them

13. Financial, economic, business and entrepreneurial literacy to know about economic trends around the world to make career, business and workplace choices

14. Civic literacy to recognize the environmental health, natural resource management and human wellness while using and applying scientific principles and theories(Partnership for 21st Century Skills, 2011; Partnership for 21st Century Skills, 2009).

15. Health literacy to know about human biology and role of humans in the environment. It involves thinking about the use and application of scientific knowledge for personal, family and public health and safety issues(Iowa Core K-12 21st Century Skills, 2010; Partnership for 21st Century Skills, 2011; Partnership for 21st Century Skills, 2009).

Analysis of Textbook of Biology

The biology curriculum for higher secondary school level consisted of theoretical concepts in the form of textbooks and a certain number of practicals i.e., 55 practicals, related to those concepts (Hussain, 2014). There are two textbooks of Biology for higher secondary school leveli.e., Biology Part-I is for 1styear and Biology Part-II for 2ndyear of higher secondary school level. Biology Part-I includes major topics of Introduction to Biology, Biological molecules, enzymes, the cell, variety of life forms, animal and plant kingdom, bioenergetics, transport and nutrition. Biology Part-II includes topics of gaseous exchange, support and movement, homeostasis (haemostasis), coordination and control, reproduction, chromosomes and DNA, development and aging, evolution, genetics, biotechnology, biology and human welfare.

The researchers selected four chapters from Biology Part-II published by National Book Foundation, Islamabad for higher secondary school level i.e., Behavior, Development and Aging, Man and His Environment, Biotechnology and, Biology and Human Life, for content analysisin accordance with 21st century skills. The content analysis of selected four chapters of Biology part-II is given in the table below:

The analysis of selected chapters of Biology pat-II revealed that the content did not address the creativity and innovation skill. Few topics from the four chapter encouraged the very initial form of critical thinking among students with no questions or activities asking for the use of problem-solving ability. Majority of the content of the selected chapters followed an organized structure and sequence. The explanation of the concepts had a sequence of description of concept, example, uses and disadvantages. The language and words used were apprehensible. However, most of the pictures and diagrams used were not of high quality and clear. A well-organized written explanation can promote the ability to explain something clearly. But the variety of skills needed for verbal and nonverbal communication were not urged as any group activity or classroom activity for collaborative work was not suggested in the chapters. Moreover, opportunities to work with teams to accomplish a goal were not proposed in the content. Only one topic out of four chapters advocated the development of information literacy skill. Even the questions provided in the exercise can be answered just by looking at the information provided in the chapters.The information and literacy skills are demanded from students in the contemporary world to search and evaluate material from multiple sources to resolve a problem. But the development of media literacy, Information and Communication Technology (ICT) literacy, productivity and accountability, leadership and responsibility skills were not promoted through any of the content of the selected chapters. Only one topic addressed the promotion of skill of flexibility and adaptability. The advancement of social and cross-cultural skills were observed to be addressed by only one topic containing basic information about how an animal society is formed. There was no activity/project found in the chapters to encourage the development/exercise of the soft skills.As far as, the interdisciplinary skills are concerned, four topics addressed the need of students of global awareness. Only two topics of two chapters focused on the need of students about financial, economic, business and entrepreneurial literacy by suggesting careers in environmental study and animal husbandry. Four topics from two chapters focused on the need of students of awareness about civic literacy. A number of topics promoted the health literacy among students. However, it was noticed that the chapters were too much focused on the provision of large amount of information rather than developing and making use of information processing skill of students.

Conclusion & Discussion

The content analysis of selected chapters of textbook of Biology part-II revealed that it promoted the development of written communication and collaboration skills, global awareness, civic and health literacy among students of secondary school level. However, a gap was found in the textbook for providing any activity for the development ofsome of important skills of 21st centurylike critical thinking, problem-solving, creativity and innovation, productivity and accountability, leadership and responsibility, media literacy and, information and communication technology (ICT) literacy skillsin secondary school students.

It was noticed after content analysis that the textbook were developed by giving more preference to breadth of topics rather than depth of the concepts. As a result, a large amount of information is provided within the textbook without providing the opportunities to students to search for information from multiple perspectives and to work collaboratively to solve real-world problems. The transmission of knowledge and content does not promote the development of problem solving skill (Bergevin, 2010).

The clear well-structureddescription of topics were given in each chapter. The description of a topic followed an organized pattern of definition/introduction to the topic, history of the topic (if any), structure, functioning or use of the particular technique/process/instrument. This pattern of objective description can be helpful to clearly communicate the ideas to students. Additionally, it can be helpful to inculcate in students the ability tocommunicate clearly and objectively.However, it was surprising to notice that there was no interactive activities for collaborative/cooperative learning suggested in the textbooks. It was the indication that the textbook was not targeted at the development of social and cross-cultural skills, verbal and nonverbal communication skills i.e., the essential part of communication.

It was observed that the textbook was aimed at developing the holistic understanding of concepts and inter-connection between them. Interesting information was provided in the form of boxes named "Science Tidbits" and "Science Technology and Society Connections" containing real-life example and application of the concepts being studied; however, any activity, experiment or assignment was not recommended to ask students to apply those concepts in real-life. The provision of ready-made information will not encourage the development of 21st century skills in students. The students must be provided short assignments/tasks so that they must learn to apply the concept in real-life under the guidance of classroom teacher. In this way, the students can develop the critical thinking, problem-solving, leadership and responsibility skills.

In order to develop critical thinking skill in students, the questions in a special box were given at the end of a number of topics in textbooks. However, it was observed that the students were not required toprocess the information and think critically to find the answer for the questions. Most of the 'critical thinking' questions were focused to ask information from students already stated in the chapter. Such practices are not conducive for developing critical thinking. Additionally, the questions and exercises for developing the problem-solving ability were not given in the textbook. A large no. of questions and tasks (Millar, 2011) must be provided to develop the critical thinking and problem-solving skills in students. The typically open-ended questions which do not have clear well-defined answers provide students opportunities to develop critical-thinking skills (Bergevin, 2010). The question-answer session between students and teachers, discussion, quizzes, activities, assignments and virtual experiments can be helpful to develop critical thinking, problem-solving, information literacy, productivity and accountability, and social skills (Turiman, Omar, Daud& Osman, 2012).

For further reading of concepts, the references of books and websites at the end of textbook of Biology Part-II were provided. However, it was observed that most of the books in "Further Reading" section were 10 to 12 years old. Additionally, the use of providing links of books and websites was not clear. As all the information asked from students in the form of questions can be answered by just looking at the description of relevant topic in the textbook. Mere providing the references for further reading did not encourage the development of information, media and, information and Communication Technology (ICT) literacy skills among students. The information and communication (ICT) literacy skill is very important skill among competencies required for living successfully in 21st century (Osman &Marimuthu, 2010). Through integration of Information and Communication Technology (ICT) literacy, the information can be accessed, created, shared and reflected upon (Pheeraphan, 2013). The use of modern Information and Communication (ICT) technology has widened the educational opportunities for students. The blogs, wikis, books, email and web-forum can aid in the development of communication skill of students (Sysoyev, Evstigneeva&Evstigneev, 2015), besides providing access to a large amount of information and assistance in learning. The need of the hour is to include such activities and questions which can be accomplished by reading the other books/resources besides the textbook.

The textbook did not address the development of flexibility and adaptability, creativity and innovation, and leadership and responsibility skills. Studentcentered teaching-learning activities might be used (Sayre, 2013) for the promotion of critical thinking and problem-solving skills, flexibility and adaptability, leadership and responsibility. Inquiry, problem-based hands-on activities, laboratories and field work promote the development of scientific attitude and inquiry skills (Sorgo &Spernjak, 2012).

The interdisciplinary themes of global awareness, civic literacy, health literacy, and financial, economic, business and entrepreneurial literacy were not integrated into the majority of the content. Rather separate chapters were introduced to address this need. The need of the hour is to integrate and teach all the concepts keeping in view the interdisciplinary themes of 21st century.

Conclusion & Recommendations

Keeping in view the findings and discussion, it was concluded that the textbook of Biology for higher secondary school level does not meet the criteria necessary for the development of 21st century skills among higher secondary school students.On the basis of discussion, it is recommended that:

1. The textbook of Biology for higher secondary school level may be revised to include such content and exercises that encourage the development of 21st century skills i.e., creativity, innovation, leadership, responsibility, productivity, media and, information and communication technology literacy skills among students of higher secondary school level.

2. Problem-based activities, projects and fieldwork may be included in the textbook of Biology for higher secondary school level so that students can be able to assess information from multiple sources and apply knowledge to real-life situations.

3. There is a need to include in the textbook of Biology for higher secondary school level the cooperative learning activities for students.

4. There is a need to reformulate the questions in the Biology textbook for higher secondary level in a way to require critical thinking and problem solving skills from students.

5. The content of the textbook of Biology for higher secondary school level may be connected with the interdisciplinary themes of global awareness, civic literacy and, financial, economic, business and entrepreneurial literacy.

6. The textbooks for science subjects for secondary and higher secondary school level may be assessed for assessing their correspondence with 21st century requirements.

References

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