H93144 English Report

Report: H93144 H93144 by GIAP Journals General metrics 43,482 5,830 555 23 min 19 sec 44 min 50 sec characters words sentences reading speaking time time Score 86 Writing Issues 211 31 180 Issues left Critical Advanced This text scores better than 86% of all texts checked by Grammarly Plagiarism This text hasn’t been checked for plagiarism Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 1 of 49 Report: H93144 Writing Issues 91 11 Correctness Comma misuse within clauses 3 Improper formatting 4 Text inconsistencies 29 Punctuation in compound/complex sentences 5 Confused words 2 Incorrect verb forms 9 Incorrect phrasing 6 Mixed dialects of english 1 Redundant words 4 Determiner use (a/an/the/this, etc.) 2 Closing punctuation 2 Faulty tense sequence 8 Misspelled words 2 Misplaced words or phrases 1 Wrong or missing prepositions 1 Incomplete sentences 1 Unknown words 4 4 80 Delivery Inappropriate colloquialisms Clarity 33 Wordy sentences 17 Passive voice misuse 16 Unclear sentences Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 2 of 49 Report: H93144 8 Hard-to-read text 3 Intricate text 3 Word choice 36 35 1 Engagement Word choice Monotonous sentences Unique Words 24% Measures vocabulary diversity by calculating the unique words percentage of words used only once in your document Rare Words 41% Measures depth of vocabulary by identifying words rare words that are not among the 5,000 most common English words. Word Length 5.6 Measures average word length characters per word Sentence Length 10.5 Measures average sentence length words per sentence Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 3 of 49 Report: H93144 H93144 Humanities & Social Sciences Reviews eISSN: 2395-6518, Vol 8, No 1, 2020, pp XX-XX https://doi.org/10.18510/hssr.2020.xxx 2|https://giapjournals.com/hssr© Authors INVESTIGATE THE SUSTAINABILITY PRINCIPLES EMBEDDED IN THE SECONDARY SCHOOL BIOLOGY CURRICULUM Naila Zarar1*, Dr. Muqaddas Butt2, Aatika Aziz3 1 2 Ph.D. Scholar, Assistant Professor, Ph.D. Scholar 1,2, 3 Division of Education, University of Education, Lahore, Pakistan 3 Email:1naila.zarar10@gmail.com, 2 muqaddas.butt@ue.edu.pk, 3aatika.aziz03@gmail.com 4 Article History: Received on 15th June 2021, Revised on …………., Published on ………………… Abstract Purpose of the study: The study aimed to investigate the sustainability principles embedded in the secondary school Biology curriculum in Lahore. 5 Secondly, it helps to explain the theoretical frames that underpinned the embedding of sustainability principles into the secondary school Biology curriculum. Methodology: The qualitative research method was employed to collect the data to answer the posed questions. Document analysis of the Biology Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 4 of 49 Report: H93144 6 7 8 curriculum was done to analyse the sustainability principles that embed in the secondary school Biology curriculum. 9 Main Findings: The results revealed that the inclusion of sustainability in the 7 curriculum of secondary school Biology made it more organized, coordinated, 10 7 7 and formal. However, there is a need to emphasize the memorization and retention of irrelevant material, themes, or detail. The social and economic 11 aspects of biology were neglected in the curriculums' few sections and the 12 practical work was ignored. Applications of this study: The study will shed new light on the progressive and 13 applicable implementation of principles of sustainability. The explicit and implicit inclusion of the sustainability principle in the Biology curriculum in a 14 systematic and coordinated way will help the students to cope with the needs and demands of the future society. Novelty/Originality of this study: Lots of work was done on the science 15 16 curriculum and textbook alignment but very little work was done on the biology 17 curriculum. So, in this study researchers investigate the sustainability principles in the Biology curriculum separately or simultaneously. This study will also help the curriculum developers to make a curriculum that must re ect 18 our social, Islamic, environmental, and economical needs. Keywords: sustainability, sustainability principles, secondary school, Biology, curriculum. INTRODUCTION [500-1000 words] The education for sustainable development (ESD) concept is multiplying progressively at every level of the educational system. The UN International Environmental Education Program (1975–1995) rst thought of sustainability in 19 20 a secondary and higher level of education, and the UN is currently promising all nations to address ESD by proclaiming 2005 to 2014 the decade for ESD by Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 5 of 49 Report: H93144 reviewing the activity portion of ARIES (Australian Research Institute in Education for Sustainability (Tilbury, Keogh, Leighton, & Kent, 2005). According to the advocate of ESD to curriculum, this is the duty of states to develop the 21 2 leaders to follow the latest ecological condition for the prevention of ecological collapses in curriculum or schemes of studies (Moore 2005). 23 Even though the term ESD is broadly in use, there remains a gigantic discussion 24 related to its de nition (Sauvé, 1996). To keep up the degree of sustainability we need to consider the sustainability standards or principles in the educational eld. The sustainability standards are economy, socio-cultural and environmental, and politics. These principles are the fundamental support and elements for sustainability to set up a solid domain concerning the educational 7 environment. The engineers of the UNESCO assertion conceptualized the mainstays of sustainability as containing three reliant frameworks: economy, 25 socio-cultural, and environmental as a basic measurement (UNESCO, 2005). 26 There is no predetermined 27 , nor clear way as the very reason for sustainability is one of a co- transformative, re exive, learning process instead of as a limited destination and goal (Huckle, 2005). Supportability standards can be a drive for development and a vehicle in support of change. Changes in curriculum, teaching method and program content have gotten a lot of consideration from the sustainability principles (Holdsworth, Wyborn, Bekessy, & Thomas, 2008). Nowadays, the most commonly used model of SD consists of three principles. These sustainability principles ensure and appreciate the concept of 28 sustainability in environmental, social, and economical areas. Sustainability Environment Society Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 6 of 49 Report: H93144 Economics Figure1: Sustainability principles Humanities & Social Sciences Reviews eISSN: 2395-6518, Vol 8, No 1, 2020, pp XX-XX https://doi.org/10.18510/hssr.2020.xxx 10|https://giapjournals.com/hssr© Authors Source: Pawłowski, A. (2008). How many dimensions does sustainable 29 development have? , 16(2), 81-90. The three-column sustainability model is broadly acknowledged worldwide, yet it has got additional appreciation regarding whether it speaks to a palatable establishment for managing educational issues concerning sustainability. Wheeler (2000) illustrated a few such reactions, focusing on the way that being 30 compelled to at the same time think in three principles, yet very free spaces make it much progressively hard to gain pro ciency with the correct method to act. Learning and knowledge about human-made and natural environments 7 utilizing a coordinated perspective on their political, social, economic, and ecological (and potentially cultural) measurements and dimensions, including inclusion at the national and international encompass global level. ESD gives guidance for educational exploration, including teaching in the classroom with improvement and fostering teacher education (UNESCO, 2005), as for education and in science education speci cally. It has got one of the Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 7 of 49 Report: H93144 7 essential curriculum directions characterizing science education (Eilks, Nielsen, & Hofstein, 2014). It likewise requests all the more societal situated science education ( Hofstein, A., Eilks, & Bybee, 2011; Holbrook & Rannikmae, 2007). The curriculum development is a combined effort of all agencies and stakeholders (e.g., curriculum developers, curriculum specialists, educational managers, students, teachers, and parents). The curriculum indicates such achievable learning outcomes that are after classroom instruction. It directs the educators, curriculum developers, textbook developers, and instructional material developers along with examiners. Though, directions given via curriculum are generally not followed (Goodson, 2010). Issues that have obliged the introduction and concept of sustainable development at a higher level of education incorporate progressing perplexity over phrasing and discussion relating to whether sustainable development is a legitimate element of the educational program (i.e. curriculum). The curriculum introduced by PCTB is 7 theoretical and advances basic reasoning. The new methodology utilizes hands-on encounters and the usage of assets accessible in the student's environment. The adaptation of new teaching methodologies is joined with the 31 various procedures of appraisal to check and make advancements to improve the students' achievement in academics. It encompasses the thoughts presented at lower levels, that curriculum expresses and belongs to regions of Biology worrying on associations of investigation of Biology to genuine issues 7 covering utilization of revelations/advancements in daily life routine - in condition, industry, medication, environment, environment, and agriculture. It covers almost all the ideas related from cells to living beings to whole biological systems and clari es the relationship of Biology with different subject matters and areas. This curriculum will prepare students for entering Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 8 of 49 Report: H93144 tertiary courses, job-related courses, or the workforce in various life science 32 elds in the 21st century. The role of science for sustainable development in present-day social orders proposes the focal job of science instruction in ESD (Bradley, 2005). The signi cant function of industrial developing productions grounded in science lends science instruction focal importance regarding ESD. Although, environmental change and the possible avenues of comparing activity, 7 reactions on our own lives brought about by the creation and utilization of products of energy, the different choices for vitality creation and use, inventive items which may help in saving natural assets, and the connections of the 33 synthetic business with regional and local economies and social orders. Developments in science are interlinked with biological, economic, and societal effects (Feierabend, Jokmin, & Eilks, 2011). The resulting decisions about these issues are considerably progressively signi cant. In this manner, science education shows extraordinary potential for enhancing the degree of general instructions and its related skills amongst students in the sagacity of 34 participatory learning (Eilks, 2002). This is due to the current societal and cultural developments that can be tied straightforwardly to science, which 35 would deal with a point where the multidimensional methodology is adopted. LITERATURE REVIEW [1000-1500 words] Secondary education is called to rehearse initiative achievement for practical 36 enhancement, various informational foundations are starting at now setting off the crisis of manageability on an overall scale. All through the primary part of the United Nations Decade of Education for Sustainable Development (2005), unique approaches have been associated with making sensible enhancement, a transversal turn inside the eld of cutting edge instruction. Generally, there Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 9 of 49 Report: H93144 37 38 have been many effective endeavors to consolidate manageability into training and learning (Barth, Michelsen, and Sanusi, 2011). The idea of Sustainable development (SD) tries to consolidate ecological 39 concerns with economical and social development. The idea got comfortable to the general population during the 1980s with the report Our Common Future, 40 also named the 1987 Brundtland report. Up to that point, natural security along 41 with environmental protection had been the central logical point, emerging from striking ecological issues. With the idea of SD, it was highlighted that 42 43 ecological issues ought to be managed in connection to social and economic 44 issues. SD is, in the present society, an overall objective of adjusting between the prosperity of beings and improved existences of individuals all around in 4 45 reality, while simultaneously safeguarding normal assets and environments i.e. 47 ecosystem (Atkinson, Dietz, & Neumayer, 2007). The United Nations raised sustainable development on the worldwide plan so 49 48 as to improve activities for a sustainable feasible future. UNESCO has illustrated various sub-subjects to the environmental, economic, and social dimensions of SD: (1) environmental angles: natural resources (water, agriculture, energy, and biodiversity), climatic or environmental change, rural 7 and urban development, supportable urbanization, disaster management, and; and (2) socio-cultural angles: rights of human, harmony, and security of human, sexual orientation balance, diversity in socio-cultural and understanding in 50 intercultural and understanding among cultures i.e. multicultural concepts, health-related concepts, HIV/AIDS, and administrative system of the country 51 52 governance; and (3) economical angles: reduction in poverty, the responsibility of corporate and market economy and accountability (UNESCO, 2009) (pp. 18– 21). Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 10 of 49 Report: H93144 It is broadly acknowledged that most cases of deteriorating conditions of the environment are brought about by human conduct. Drivers of sustainability issues are infrequently the aftereffect of cruel intent, but instead the outcomes of the ways of life of billions of people. Sustainable development is "a goal that must be accomplished by shifting the behavior of humans"(Schultz, 2011). The 53 54 activity of that behavior can work at various degrees of the society from the 55 lifestyle of an individual person 57 56 , to political and business-related leadership 58 59 60 decisions and so on. And thus various different aspects of individual power result in sustainable development. Besides, practices for sustainable development are controlled by cultural, structural, environmental, and 61 economical barriers as appeared. (Isenhour, 2010). The idea of a sustainable curriculum is a composite thought, bringing together 62 substance in environmental, economical, and social issues, just as 63 psychological perspectives related to behavior, knowledge, and attitudes 64 identify such issues. 65 The idea of a Sustainable curriculum was created in close connection to the UNESCO sub-topics outlined. To arrive at progress towards a sustainable 66 future, basic elements for change at the degree of individual incorporate a superior understanding of, increasingly uplifting attitude which is positive 67 towards, and practices in accordance with the standards of sustainable 68 69 development. The answer followed by a question to be addressed is how to achieve this determined goal? How might we change the way of our future? One 70 of the most articulated responses to this inquiry in the last decade has been: 71 training of teachers and education (Pauw et al., 2015). The concept of quality in education depends on the reason that educational aims are met and purposes satis ed. In the Foreword to the 2005 Global Monitoring Report for EFA, UNESCO Director-General Koïchiro Matsuura Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 11 of 49 Report: H93144 composed, 'Quality must be found considering social orders that de ne the motivation behind education'(UNESCO, 2004). For a considerable length of 72 time, the purpose behind education in the United States (US) and in other 7 73 industrialized nations was to teach a workforce. At that point, the purpose for education moved inside the economic domain to universal economic competitiveness. While economic prosperity remains a signi cant result of 74 education for nations, countries, networks, families, and people, the centre is 75 by all accounts oating away from the economic intensity and towards global citizenship, social equity, and sustainability. 76 7 For the purpose of conceptualization, both curriculum and teacher pedagogy 78,79 77 required changes but the question is what changes might be required to both educational plan and teaching method. It is helpful to consider the 7 conceptualization (Gough & Scott, 2003; Vare & Scott, 2007). They distinguish three sorts of approaches by Scott and Gough in 2003. The rst is that the 80 issues looked at by humankind are fundamentally environmental and the solution is commenced on a belief that communication and accomplishment of this scienti c information are suf cient to induce the required changes. The 81 second one is environmental issues as being symptomatic of a fundamental 82 social as well as political discomfort. The two methodologies require social change, answers for the domain of the current ideal paradigm of information 83 and thinking, and privilege the information on 'external or outside others', for example, perceived specialists (Vare & Scott, 2007). Conversely, the third 84 approach expects our present knowledge and perception to be inadequate and 85 the way toward sustainability isn't de 86 nitely signposted hence requiring the learning to be more future-oriented and open-ended. Progressively it is being perceived that learning for sustainability is not just an 87 add-on or cross-educational plans theme i.e. curriculum, it requires a critical Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 12 of 49 Report: H93144 88 move in the current practice of curriculum. Learning for sustainability is not exclusively about the assimilation of new material into the curriculum; it is additionally about challenging and testing teaching and learning. A central component is that the curriculum should be interdisciplinary and all89 90 encompassing in acknowledgment that this sort of reasoning was required to 91 manage the intricacy and interconnectedness of real-world issues. The 7 organization and association of teaching and learning into independent 92 subjects blocked the sort of attitude that emerged out of interdisciplinary 93 knowledge and understanding (Nolet, 2009). 94 95 The manner in which the current curriculum is constructed, the economical direction of schooling with the control and competitions' primary value (BAKER, 2008). Likewise, he also stated that imposing such a curriculum re ects mechanistic reasoning and has the supposition that learning goals can be pre26 determined and that the learning and teaching can be directed in an anticipated linear pattern. This sort of reasoning has been the domineering perspective in education for more than a long time since the Industrial 96 97 Revolution and the opportunity has arrived for another era in education(S Sterling, 2003) (Gadotti, 2010). The participatory curriculum has the objective of global endurance and consensus through maturity of teachers teaching strategies and students with the process and content of learning may prompt increasingly equitable and sustainable economical ways for a living (BAKER, 2008). Biology is the most frequently necessary topic for entry into numerous professional degrees, such as medical, nursing, pharmacy, nursing, and biotechnology, to highlight a few simple, selected categories. Biology assists students in understanding their surroundings and expects pupils to acquire awareness, a good attitude, a scienti c temper, a sense of value, and the ability Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 13 of 49 Report: H93144 98 to communicate effectively. NFC's major focus on the consideration of the secondary school biology curriculum includes making scienti 99 c concepts 100 within the reach of learners and including and delivering content elements 101 (concepts, facts, theories, attributes, principles, formulas, and diagrams) in a simpli ed and meaningful manner during classroom instruction. When it comes to biology textbooks, they serve as a link between teachers and learners at the secondary level (IX and X grades). The biology textbook is regarded as a mirror image of the curriculum and syllabus for the secondary school biology subject 102 it is intended for. American science teachers, particularly biology subject teachers, rely entirely on books for instruction, with approximately 90% of them doing so in the classroom (Abimbola & Baba, 1996). The Biology Curriculum comprises ideas, facts, concepts, theories, laws, signs, principles, diagrams, equations, hierarchy, process, and characteristics by following the sustainability principles. Biology Teachers suggested that there may be a chance to face misconceptions in them because they failed to build a 1 relationship and perceived the content and its elements scienti cally, then this misconception is transformed in students as well. METHODOLOGY 7 The study aimed to analyze the theoretical framework that underpins the embedding of sustainability principles into the secondary school Biology curriculum and investigate the sustainability principles found in the secondary 104 school Biology curriculum and textbook. An exploratory research approach was 105 106 used. Document analysis was done by reviewing the Biology curriculum and 104 Textbook. For review, the researcher opted for the nut and bolt approach to 107 7 analyze the document. The speci cation table was drawn from social, economic, and environmental sustainability. This speci Report was generated on Wednesday, Jun 23, 2021, 03:17 PM cation table explains Page 14 of 49 Report: H93144 108 the sequence and availability of social, economic, and environmental sustainability in the biology curriculum along with the biology textbook. The main research objectives of the study were: 7 To analyze the theoretical frames underpinned the embedding of sustainability principles into the secondary school biology curriculum. To explore the sustainability principles embedded in the secondary school biology curriculum. RESULTS/FINDINGS The division of secondary school biology textbook and curriculum observes the criteria given by Punjab Textbook Board (PTB) Lahore, which is grade 9th and 109 10th. The researcher overviews the Biology textbook and its curriculum document by biology and observes these sustainability principles. The secondary school biology textbook is divided into six sections (NCTB, 2006). "Section one: the study of life and biodiversity, section two: cell biology, section three: life processes, section four: continuity in life, section ve: ecology, and section six: application of biology". 110 111 These six sections were made by focusing on social, economical, and 112 environmental sustainability in a sequel manner. When talking about science and technology, the curriculum of 2006 appreciates the use of technology and 113 114 115 science in biology. Technology along with science leads students towards problem-solving skills, not only in academic manners but also in life-related 116 manners and leads them towards the improvement of socio-economic in various aspects of life (NCTB, 2006). 7 "Recognize that the technology resulting from scienti c activity in uences the quality of lifestyle and economic development through or by improvements in 117 medical/health care, nutrition, agricultural techniques" Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 15 of 49 Report: H93144 Sustainability principles are not mentioned clearly in every section. But when we follow themes and subthemes, we nd that these principles have been 118 mentioned implicitly in the Biology curriculum. With the help of Blooms' taxonomy, the sustainability principles were embedded in the curriculum and 119 inculcated these principles among students by using sustainable pedagogical 120 practices of science teachers. Speci cation Table 1: Environmental Sustainability Sr. no. Variable of environment sustainability 9th-grade themes no. and name 10th-grade themes no. and name 1 Natural resources management 1= Introduction to Biology 2= Solving a Biological Problem 8= Nutrition 9= Transportation 10= Gaseous Exchange 11= Homeostasis 16= Man and his Environment 2 Food and farming 3= Biodiversity 6= Enzymes 8= Nutrition 9= Transportation 14= Reproduction Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 16 of 49 Report: H93144 17= Biotechnology 18= Pharmacology 3 Ecological systems 3= Biodiversity 5= Cell Cycle 11= Homeostasis 16= Man and his Environment 4 Waste / water / energy 8= Nutrition 9= Transportation 10= Gaseous Exchange 11= Homeostasis 5 Biodiversity 3= Biodiversity 7= Bioenergetics 16= Man and his Environment 14= Reproduction 15= Inheritance 6 Climate change 1= Introduction to Biology 2= Biodiversity 10= Gaseous Exchange Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 17 of 49 Report: H93144 The speci cation table no. 1 explains that the environmental sustainability principle is alienated into six variables. The secondary school Biology Textbook and curriculum are divided into six sections considering the sustainability 121 principles i.e. environmental, social, and economic sustainability. All the 104 themes of the Biology curriculum and chapters of the Textbook contain these principles separately and simultaneously. While reviewing the standards and 122 benchmarks, it was explored that every variable of environmental sustainability 104 covers all the themes and chapters of the Biology curriculum and Textbook 123 124 respectively. Biology curriculum and textbook help to indoctrinate the application and problem-solving skills among students. Speci cation Table 2: Social Sustainability Sr. no. Variable of social sustainability 9th-grade chapter no. and name 10th-grade chapter no. and name 1 Sustainable communities 1= Introduction to Biology 2= Solving a Biological Problem 3= Biodiversity 6= Enzymes 8= Nutrition 14= Reproduction 15= Inheritance 2 Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 18 of 49 Report: H93144 Cultural diversity 1= Introduction to Biology 2= Solving a Biological Problem 3= Biodiversity 5= Cell Cycle 8= Nutrition 9= Transportation 14= Reproduction 15= Inheritance 16= Man and his Environment 3 Sustainability in the built environment 1= Introduction to Biology 2= Solving a Biological Problem 3= Biodiversity 5= Cell Cycle 9= Transportation 16= Man and his Environment 17= Biotechnology 18= Pharmacology 4 Travel, transport, and mobility 1= Introduction to Biology 2= Solving a Biological Problem 5= Cell Cycle 7= Bioenergetics 9= Transportation Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 19 of 49 Report: H93144 10= Gaseous Exchange Homeostasis 5 Intercultural understanding 3= Biodiversity 5= Cell Cycle 14= Reproduction 15= Inheritance 6 Health and wellbeing 1= Introduction to Biology 2= Solving a Biological Problem 6= Enzymes 7= Bioenergetics 8= Nutrition 9= Transportation 10= Gaseous Exchange 11= Homeostasis 12= Coordination and Control 13= Support and Movement 16= Man and his Environment 17= Biotechnology 18= Pharmacology 7 Peace, security, and con ict 5= Cell Cycle 9= Transportation Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 20 of 49 Report: H93144 10= Gaseous Exchange 11= Homeostasis 17= Biotechnology 18= Pharmacology 8 Citizenship, government, democracy 1= Introduction to Biology 2= Solving a Biological Problem 12= Coordination and Control 16= Man and his Environment 17= Biotechnology 18= Pharmacology 9 Human rights and needs 1= Introduction to Biology 2= Solving a Biological Problem 17= Biotechnology 18= Pharmacology The speci cation table no. 2 explains that the social sustainability principle is alienated into nine variables. The sustainability principles in all sections were 7,125 organized in an interdisciplinary manner. All the themes have this sustainability principle separately and concurrently. Human needs and rights were covered effectively and ef ciently in the biology curriculum as the overt or hidden curriculum. This curriculum will use science and technology to identify Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 21 of 49 Report: H93144 problems and creatively address them in their personal, social, and professional lives. 126 Speci cation Table 3: Economical Sustainability Sr. no. Variable of social sustainability 9th-grade chapter no. and name 10th-grade chapter no. and name 1 Alternative futures 1= Introduction to Biology 2= Solving a Biological Problem 9= Transportation 10 = Gaseous Exchange 11= Homeostasis 12= Coordination and Control 13= Support and Movement 15= Inheritance 16= Man and his Environment 17= Biotechnology 18= Pharmacology 2 Leadership and change 5= Cell Cycle 9= Transportation 11= Homeostasis 17= Biotechnology 18= Pharmacology Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 22 of 49 Report: H93144 3 7 Learning organizations 3= Biodiversity 5= Cell Cycle 9= Transportation 10= Gaseous Exchange 11= Homeostasis 12= Coordination and Control 13= Support and Movement 15= Inheritance 16= Man and his Environment 17= Biotechnology 18= Pharmacology 4 Corporate Social Responsibility 1= Introduction to Biology 2= Solving a Biological Problem 3= Biodiversity 16= Man and his Environment 5 Consumerism and trade 6= Enzymes 8= Nutrition 17= Biotechnology 18= Pharmacology 6 7 Globalization of economy Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 23 of 49 Report: H93144 3= Biodiversity 8= Nutrition 17= Biotechnology 18= Pharmacology 7 Accountability and ethics 7= Bioenergetics 9= Transportation 12= Coordination and Control 14= Reproduction 15= Inheritance 8 International development 3= Biodiversity 8= Nutrition 11= Homeostasis 14= Reproduction 15= Inheritance 17= Biotechnology 18= Pharmacology 9 Sustainable and ethical tourism 3= Biodiversity 16 = Man and his Environment 10 Population Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 24 of 49 Report: H93144 1= Introduction to Biology 2= Solving a Biological Problem 3= Biodiversity 5= Cell Cycle 9= Transportation 14= Reproduction 15= Inheritance 18= Pharmacology 127 The above speci cation table no. 3 explains that the social sustainability principle is discussed under ten variables. Six sections are formed based on 128 7 disciplinary lines but most are organized around themes and subthemes 129 considering the sustainability principles. All the themes and chapters are 130 interdisciplinary. These displayed a sense of curiosity and wonder about the 104 natural world. Biology curriculum and textbook demonstrate and foster the awareness among students that this has led to new developments in science and technology and provide guidelines that lead the nation and economy 131 7 towards success. Social responsibility along with the globalization of the 132 economy, international development, and population growth lead towards economic development, and sustainability, help to support and maintain 133 134 economic sustainability. DISCUSSION/ANALYSIS [1000 -1500 words] The secondary school Biology textbook and curriculum document were reviewed and explored to see how the National curriculum of Biology for IX-X 135 ensures the primacy of students and their learning experiences with their active participation in learning. The main focus of the curriculum was to develop, foster, and polish the hands-on activities and skills of students. The 136 principles of sustainability were addressed implicitly rather than explicitly. It is Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 25 of 49 Report: H93144 137 138 because it provokes students to critically evaluate situations and provoke them 139,140 32 through provoking solutions for a better tomorrow in the 21st Century. The main aim of the Curriculum document for Biology 2006 was: "Enable all students to develop their capacities as successful learners, con dent individuals, responsible citizens, and effective contributors to society." The 2006 Biology curriculum aspires to develop such personalities of society 141 who are con dent, responsible, and successful in every area of life through science education. 142 To meet the need of social, economical, and environmental aspects of 143 sustainability, the IX-X Biology curriculum provides local and international 144 responsive and vibrant technological, socio-economic, and labor markets 145 interdisciplinary standards (NCTB, 2006). When talked about the need for assessment of the Biology curriculum, the curriculum developer and planner focused on a few areas relating to sustainability principles these were: "Equip young people with the skills they will need in tomorrow's workforce". And "Allow more choice to meet the needs of individual young people". The biology curriculum helps students to develop their problem-solving skills along with technical and vocational skills through experiments and learning 146 experiences, which will equip them in dealing with future problems. The Biology curriculum containing sustainability and its principles and its related issues 147 148 149 provides students a wide variety of concepts to explore and work with. This will 150 enable them to apply their learning in real-life contexts to meet the need of future challenges in society. Incorporating Bloom's taxonomy provides a free space or area to work with and ensures sustainable development in social, Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 26 of 49 Report: H93144 151 economical, and environmental aspects of life. As a result, students encounter experiences that engage them from the surface understanding to 152 metacognition, where they can transfer their understanding through them all- inclusive, broad experiences and experiments to the practical implementation of ideas as a responsible citizen of the society of students encourages them 153 towards the responsible citizens of society 154 . After the revision of the Biology curriculum of 2000 and 2006, it highlights the need for such a framework in which students will enable students to 155 understand and respond intelligibly to the world in which they live and deal 156 157 with. To include this need, the curriculum 2006 includes the problem base strategy of learning and teaching rather than delivery or lecture-based learning 158 159 160 161 . To accomplish this, in-service training will be suggested for teachers to 162 meet the needs of students that will lie towards meeting the needs for everyone to reap bene ts from the society to make it a sustainable environment to live in and for work (NCTB, 2006). "The curriculum introduces the contemporary areas of Biology stressing on connections of study of Biology to real-life problems covering the use of discoveries/innovations in everyday life - in environment, industry, medicine, health, and agriculture. It unfolds the underlying principles that are common to both animals and plants, as well as the inter-relationships of Biology with other areas of knowledge. The new curriculum permits the clear and sequential ow of concepts without jarring jumps". While developing the sequence of the National Biology curriculum, few areas 163 164 were kept under the categories termed as "sections''. These sections link both plants and animal life with different aspects of society, environment and 165 ecology, and moral values as well. The proper sequence was observed while 104 arranging themes under sections. The biology curriculum and textbook were Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 27 of 49 Report: H93144 166 167 divided into six sections. Every section is interconnected with one another 168 which will help the students' understanding, skills, and ability to apply their 169 knowledge in real-life problems and experiences. A proper connection has been 170 observed between science, technology, and society to support the level of 32 sustainability and its principles in the 21st Century. "Biology has to be presented as a live and growing body of knowledge rather than a nished product". CONCLUSION 171 172 The results of this study revealed that since independence the curriculum of biology went through many series of gradual and successive development. The inclusion of sustainability in the curriculum of secondary school Biology made 7 173 it more organized, coordinated, and formal. However, there is a need to 7 7 emphasize the memorization and retention of irrelevant material, themes, or 174 detail. The social and economic aspects of biology were neglected in the 175 curriculums' few sections and the practical work was ignored or performed hardly. When teaching practices of Biology, the aims and objectives were not consistent with the teaching of Biology. While considering the sustainability principles, the themes were inter-connected under the sections and mentioned implicitly rather than explicitly. But the integration of organic science and zoology was not aligned and systematic. The ndings of the study shed new light on the progressive and applicable implementation of principles of 176 sustainability. It was suggested that the explicit and implicit inclusion of the sustainability principle in the Biology curriculum in a systematic and 177 178 coordinated way will help the students to cope with the needs and demands of 179 the future society. Moreover, the 180 ndings suggested that there is a need for systematic and progressive alignment and integration of sustainability principles in the Biology curriculum. Necessary resources are provided to make Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 28 of 49 Report: H93144 it more applicable and valuable for students. The Biology curriculum of 181 secondary school should be revised and improved and must re ect our social, 182 Islamic, environmental, and economical needs. LIMITATION AND STUDY FORWARD The researcher uses the Qualitative approach to explore the Sustainability principle in the Biology curriculum by reviewing the document of the Biology 183 curriculum along with its all components i.e., standards, benchmarks, competencies, objectives, and aims. There will be a need to review the Biology curriculum quantitatively by indicating the percentage or weightage of the covered sustainability principles. Subjects other than Biology will also need to investigate sustainability principles to make the curriculum more stable, symmetric, and systematic. ACKNOWLEDGEMENT 184 Thanks to ALLAH ALMIGHTY after a long and laborious time, today I am able to 185 accomplish my research article successfully 186 I would especially like to mention my supervisor, Dr. Muqaddas Butt, for her 187 188 guidance experience throughout in making this article and especially, her invaluable suggestions that helped me to structure this article. 189 I am also thankful to my affectionate parents late Zarar Hussain and Shahnaz 190 191 Akhtar, without their support this project would not have been possible. A special note of thanks goes to my brothers M. Faisal Zarrar, M. Abdullah and 192 Sister Ayesha Abdullah, and Dr. Tahir Mehmood, who always supports me and motivates me to accomplish my work. I am also thankful to my friends Atika Aziz for her nancial support, Ambreen Siddique, Ayesha Khalid, and M. Shahid 193 Zul qar Ali who gave their time and appreciation. Thanks to ALLAH, Thanks to all AUTHORS CONTRIBUTION Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 29 of 49 Report: H93144 194 Naila Zarar completed this work under the supervision, kind review of Dr. Muqaddas Butt, and the article was reviewed and nancially supported by Aatika Aziz. REFERENCES Abimbola, Isaac Olakanmi; Baba, Salihu (1996) Misconceptions and Alternative Conceptions in Science Textbooks: The Role of Teachers as Filters. American Biology Teacher, vol.58 no.1 pp.14-19. https://doi.org/10.2307/4450067 Atkinson, G., Dietz, S., & Neumayer, E. (2007). Introduction: Handbook of sustainable development. https://www.researchgate.net/publication/277889868_Handbook_of_Sustaina ble_Development BAKER, J. J. (2008). Exploring 'living curricula': Biocentric complexity and education. Paper presented at the Proceedings of the 2008 Complexity Science and Educational Research Conference. https://www.researchgate.net/publication/262042006_Education_for_Sustain ability_Implications_for_Curriculum_and_Pedagogy Barth, M., Michelsen, G., & Sanusi, Z. A. (2011). A review on higher education for sustainable development-looking back and moving forward. Journal of social sciences, 7(1), 100-103. https://doi.org/10.3844/jssp.2011.100.103 Bradley, J. (2005). Chemistry education for development. Chemical Education International, 7. https://old.iupac.org/publications/cei/vol6/03_Bradley.pdf 195 Eilks, I. (2002). Teaching 'biodiesel': a sociocritical and problem oriented 196 approach to chemistry teaching and students' rst views on it. Chemistry Education Research and Practice, 3(1), 77-85. Project: Socio-critical and problem-oriented science teaching - A SSI curriculum model and its application in class. Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 30 of 49 Report: H93144 https://www.researchgate.net/publication/258209087_Re scienti ecting_socio- c_issues_for_science_education_coming_from_the_case_of_curriculu m_development_on_doping_in_chemistry_education 197 Eilks, I., Nielsen, J. A., & Hofstein, A. (2014). Learning about the role and 198 function of science in public debate as an essential component of scienti c literacy. Topics and trends in current science education (pp. 85-100): Springer. https://doi.org/10.1007/978-94-007-7281-6_6 Feierabend, T., & Eilks, I. (2010). Raising Students' Perception of the Relevance of Science Teaching and Promoting Communication and Evaluation Capabilities Using Authentic and Controversial Socio-Scienti c Issues in the Framework of Climate Change. Science Education International, 21(3), 176-196. Project: Socio-critical and problem-oriented science teaching - A SSI curriculum model and its application in class. https://www.researchgate.net/publication/258209087_Re ecting_socioscienti c_issues_for_science_education_coming_from_the_case_of_curriculum_dev elopment_on_doping_in_chemistry_education Feierabend, T., Jokmin, S., & Eilks, I. (2011). Chemistry teachers' views on 199 200 teaching'climate change'-an interview case study from research-oriented learning in teacher education. Chemistry Education Research and Practice, 12(1), 85-91. https://www.researchgate.net/publication/237021843_Chemistry_teachers'_vi ews_on_teaching_'Climate_Change'_- _An_interview_case_study_from_research- oriented_learning_in_teacher_education Gadotti, M. (2010). Reorienting education practices towards sustainability. Journal of Education for Sustainable Development, 4(2), 203-211. https://doi.org/10.1177/097340821000400207 Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 31 of 49 Report: H93144 Goodson, I. (2010). Curriculum reform and curriculum theory: A case of historical amnesia. Cambridge Journal of Education, 19(2), 131-141. https://doi.org/10.1080/0305764890190203 Gough, S., & Scott, W. (2003). Sustainable development and learning: Framing the issues. Routledge. Book ISBN 9780415276481 Hofstein, A., Eilks, I., & Bybee, R. (2011). Socio-scienti c issues as a necessary base for sustainable chemistry education. International Journal of Mathematics and Science Education, 9, 1459-1483. Project: Socio-critical and problem-oriented science teaching - A SSI curriculum model and its application in class. https://www.researchgate.net/publication/258209087_Re ecting_socioscienti c_issues_for_science_education_coming_from_the_case_of_curriculum_dev elopment_on_doping_in_chemistry_education Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scienti c literacy. International Journal of science education, 29(11), 1347-1362. https://doi.org/10.1080/09500690601007549 Holdsworth, S., Wyborn, C., Bekessy, S., & Thomas, I. (2008). Professional development for education for sustainability. International Journal of Sustainability in Higher Education. https://doi.org/10.1108/14676370810856288 Huckle, J. (2005). Education for sustainable development: A brie ng paper for the Teacher Training Agency. Final draft June. www.ttrb.ac.uk/viewArticle2.aspx?contentId=11324 Isenhour, C. (2010). On con icted Swedish consumers, the effort to stop shopping and neoliberal environmental governance. Journal of Consumer Behaviour, 9(6), 454-469. https://doi.org/10.1002/cb.336 Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 32 of 49 Report: H93144 Moore, J. (2005). Seven recommendations for creating sustainability education at the university level. International Journal of Sustainability in Higher Education. DOI: 10.1108/14676370510623829 Nolet, V. (2009). Preparing sustainability-literate teachers. Teachers College Record, 111(2), 409-442. https://eric.ed.gov/? redir=http%3a%2f%2fwww.tcrecord.org%2fContent.asp%3fContentId%3d151 77 National Curriculum and Textbook Board [NCTB]. (2006). Curriculum and 201 Syllabus, Secondary Level (Grades IX-X) [in Pakistan]. Islamabad: Fedral Ministry of Education. http://bisep.com.pk/downloads/curriculum/Grades-IX- X/pk_sc_bsc_2006_eng.pdf Pauw, J., Gericke, N., Olsson, D., & Berglund, T. (2015). The effectiveness of education for sustainable development. Sustainability, 7(11), 15693-15717. https://doi.org/10.3390/su71115693. Pawłowski, A. (2008). How many dimensions does sustainable development have? 16(2), 81-90. DOI: 10.1002/sd.339 Sauvé, L. (1996). Environmental education and sustainable development: A further appraisal. Canadian Journal of Environmental Education, 1, 7-34. https://eric.ed.gov/?id=EJ540073 202 Schultz, P. W. (2011). Conservation means behavior. Conservation Biology, 25(6), 1080-1083. https://doi.org/10.1111/j.1523-1739.2011.01766.x 203 Sterling, S. (2003). Whole systems thinking as a basis for paradigm change in 204 education explorations in the context of sustainability. University of Bath. Ph.D.Thesis:http://www.bath.ac.uk/cree/sterling/sterlingthesis.pdfhttps://www 205 206 .scirp.org/(S(lz5mqp453edsnp55rrgjct55.))/reference/referencespapers.aspx? referenceid=1118710 Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 33 of 49 Report: H93144 Tilbury, D., Keogh, A., Leighton, A., & Kent, J. (2005). A national review of environmental education and its contribution to sustainability in Australia: Further and higher education. Australian Research Institute in Education for Sustainability (ARIES). Book/ Report @book{fa117cdc098e4ef58f6fcc3801c59c54, 207 208 UNESCO. (2004). The quality imperative:Education for all global monitoring report 2005: Unesco.Report https://en.unesco.org/gem- report/report/2005/education-all-quality-imperative 209 UNESCO. (2005). Teaching and learning geography in the UN decade of education for sustainable development. Geographical Education, 18, 6. https://www.jstor.org/stable/43056778 UNESCO. (2009). A United Nations Decade of Education for Sustainable 210 Development (2005–14) What Difference will it Make? Journal of Education for Sustainable Development, 3(1), 87-97. DOI: 10.1177/097340820900300116 211 Vare, P., & Scott, W. (2007). Learning for a change: Exploring the relationship between education and sustainable development. Journal of Education for Sustainable Development, 1(2), 191-198. https://doi.org/10.1177/097340820700100209 Wheeler, K. (2000). Sustainability from ve perspectives. Education for a sustainable future, 2-6. https://www.springer.com/gp/book/9780306464201 Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 34 of 49 Report: H93144 1. Ph.D → PhD Comma misuse within Correctness clauses 2. Ph.D → PhD Comma misuse within Correctness clauses 3. 2 → two Improper formatting Correctness 4. on Inappropriate colloquialisms Delivery 5. to Wordy sentences Clarity 6. Document analysis of the Biology Passive voice misuse Clarity Text inconsistencies Correctness curriculum was done 7. analyse; organized; emphasize; memorization; conceptualized; utilizing; characterizing; utilizes; utilization; urbanization; industrialized; conceptualization; organization; analyze; Recognize; organizations; Globalization; globalization 8. that embed → embedded Wordy sentences Clarity 9. Main → Principal Word choice Engagement Main Findings: The results revealed that Unclear sentences Clarity Punctuation in Correctness 10. the inclusion of sustainability in the curriculum of secondary school Biology made it more organized, coordinated, and formal. 11. , and compound/complex sentences 12. the practical work was ignored Passive voice misuse Clarity 13. sustainability principles Wordy sentences Clarity 14. to Wordy sentences Clarity Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 35 of 49 Report: H93144 15. , but Punctuation in Correctness compound/complex sentences 16. very little work was done Passive voice misuse Clarity 17. , researchers Punctuation in Correctness compound/complex sentences 18. economical → economic Confused words Correctness 19. , and the → . The Hard-to-read text Clarity 20. currently promises Incorrect verb forms Correctness 21. to prevent Wordy sentences Clarity 22. ecological → environmental Word choice Engagement 23. the term Wordy sentences Clarity 24. sustainability, Punctuation in Correctness compound/complex sentences 25. a basic → a primary, an essential Word choice Engagement 26. predetermined; pre-determined Text inconsistencies Correctness 27. predetermined, Punctuation in Correctness compound/complex sentences 28. economical → economic Incorrect phrasing Correctness 29. , Punctuation in Correctness compound/complex sentences 30. , yet very → . Yet, very Hard-to-read text Clarity 31. appraisal procedures Wordy sentences Clarity Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 36 of 49 Report: H93144 32. century; Century Text inconsistencies Correctness 33. Although, environmental change and the Hard-to-read text Clarity possible avenues of comparing activity, reactions on our own lives brought about by the creation and utilization of products of energy, the different choices for vitality creation and use, inventive items which may help in saving natural assets, and the connec… 34. This Intricate text Clarity 35. This is due to the current societal and Hard-to-read text Clarity , various → Punctuation in Correctness ; various, , and various, . Various compound/complex cultural developments that can be tied straightforwardly to science, which would deal with a point where the multidimensional methodology is adopted. 36. sentences 37. effective → practical Word choice Engagement 38. endeavors → endeavours Mixed dialects of English Correctness 39. economical → economic Incorrect phrasing Correctness 40. The idea got comfortable to the general Unclear sentences Clarity population during the 1980 s with the report Our Common Future, also named the 1987 Brundtland report. 41. along with → and Wordy sentences Clarity 42. ecological → environmental Word choice Engagement 43. issues → problems, matters, topics Word choice Engagement 44. issues → problems Word choice Engagement 45. normal → average, standard, typical Word choice Engagement Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 37 of 49 Report: H93144 46. , i.e. Comma misuse within Correctness clauses 47. SD is, in the present society, an overall Unclear sentences Clarity objective of adjusting between the prosperity of beings and improved existences of individuals all around in reality, while simultaneously safeguarding normal assets and environments i.e. ecosystem (Atkinson, Dietz, & Neumayer, 2007). 48. so as to → to Wordy sentences Clarity 49. sustainable, Comma misuse within Correctness clauses 50. , i.e. Comma misuse within Correctness clauses 51. economical → economic Incorrect phrasing Correctness 52. poverty reduction Wordy sentences Clarity 53. behavior → behaviour Mixed dialects of English Correctness 54. , from Punctuation in Correctness compound/complex sentences 55. an individual person → Wordy sentences Clarity Punctuation in Correctness a person 56. person, compound/complex sentences 57. and so on Wordy sentences Clarity 58. thus, Punctuation in Correctness compound/complex sentences Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 38 of 49 Report: H93144 59. various different → various, different Wordy sentences Clarity 60. individual → personal, unique Word choice Engagement 61. economical → economic Confused words Correctness 62. economical → economic Incorrect phrasing Correctness 63. behavior → behaviour Mixed dialects of English Correctness 64. issues → problems Word choice Engagement 65. The idea of a Sustainable curriculum was Passive voice misuse Clarity created 66. basic → essential, fundamental Word choice Engagement 67. in accordance with → Wordy sentences Clarity Unclear sentences Clarity by, following, per, under 68. To arrive at progress towards a sustainable future, basic elements for change at the degree of individual incorporate a superior understanding of, increasingly uplifting attitude which is positive towards, and practices in accordance with the standards of sustainable development. 69. is Redundant words Correctness 70. articulated → verbal Word choice Engagement 71. One of the most articulated responses to Unclear sentences Clarity this inquiry in the last decade has been: training of teachers and education (Pauw et al., 2015). 72. in Wordy sentences Clarity 73. purpose → ideal Word choice Engagement 74. education → schooling Word choice Engagement Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 39 of 49 Report: H93144 75. towards Wordy sentences Clarity 76. the purpose of Wordy sentences Clarity 77. , but Punctuation in Correctness compound/complex sentences 78. changes might be required Passive voice misuse Clarity 79. required → necessary, needed Word choice Engagement 80. , and Punctuation in Correctness compound/complex sentences 81. environmental → ecological Word choice Engagement 82. require → need Word choice Engagement 83. information → report Word choice Engagement 84. , and Punctuation in Correctness compound/complex sentences 85. and the → . The Hard-to-read text Clarity 86. de Wordy sentences Clarity 87. , i.e. Comma misuse within Correctness nitely clauses 88. curriculum practice Wordy sentences Clarity 89. acknowledgment → acknowledgement Mixed dialects of English Correctness 90. this sort of reasoning was required Passive voice misuse Clarity 91. A central component is that the Hard-to-read text Clarity curriculum should be interdisciplinary and all-encompassing in acknowledgment that this sort of Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 40 of 49 Report: H93144 reasoning was required to manage the intricacy and interconnectedness of realworld issues. 92. sort → kind, some kind Word choice Engagement 93. The organization and association of Unclear sentences Clarity Wordy sentences Clarity teaching and learning into independent subjects blocked the sort of attitude that emerged out of interdisciplinary knowledge and understanding (Nolet, 2009). 94. The manner in which → How 95. economical → economic Incorrect phrasing Correctness 96. , and Punctuation in Correctness compound/complex sentences 97. and the → . The Hard-to-read text Clarity 98. major → primary, central Word choice Engagement 99. within reach of Determiner use Correctness (a/an/the/this, etc.) 100. including → having, forming Word choice Engagement 101. concepts → images, ideas, pictures Word choice Engagement 102. for Inappropriate colloquialisms Delivery 103. , then this → . This Hard-to-read text Clarity 104. textbook; Textbook Text inconsistencies Correctness 105. An exploratory research approach was Passive voice misuse Clarity Passive voice misuse Clarity used 106. Document analysis was done Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 41 of 49 Report: H93144 107. The speci 108. 109. Passive voice misuse Clarity , and ecological, and ecological Word choice Engagement The division of secondary school biology Unclear sentences Clarity cation table was drawn textbook and curriculum observes the criteria given by Punjab Textbook Board (PTB) Lahore, which is grade 9th and 10th. 110. These six sections were made Passive voice misuse Clarity 111. economical → economic Incorrect phrasing Correctness 112. in a sequel manner → Wordy sentences Clarity Punctuation in Correctness sequel 113. , along compound/complex sentences 114. science, Punctuation in Correctness compound/complex sentences 115. and science lead Wordy sentences Clarity 116. , and Punctuation in Correctness compound/complex sentences 117. techniques. Closing punctuation Correctness 118. mentioned → discussed Word choice Engagement 119. inculcated → taught Word choice Clarity 120. With the help of Blooms' taxonomy, the Unclear sentences Clarity sustainability principles were embedded in the curriculum and inculcated these principles among students by using sustainable pedagogical practices of science teachers. Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 42 of 49 Report: H93144 121. , i.e. Comma misuse within Correctness clauses 122. it was explored Passive voice misuse Clarity 123. , respectively Punctuation in Correctness compound/complex sentences 124. indoctrinate → imbue Word choice Clarity 125. The sustainability principles in all Passive voice misuse Clarity sections were organized 126. Economical → Economic Incorrect phrasing Correctness 127. 3 → Three Improper formatting Correctness 128. , but Punctuation in Correctness compound/complex sentences 129. themes → articles, pieces Word choice Engagement 130. wonder → wondered Faulty tense sequence Correctness 131. , along Punctuation in Correctness compound/complex sentences 132. , lead Punctuation in Correctness compound/complex sentences 133. economic → 134. Social responsibility along with the nancial Word choice Engagement Unclear sentences Clarity globalization of the economy, international development, and population growth lead towards economic development, and sustainability, help to support and maintain economic sustainability. Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 43 of 49 Report: H93144 135. primacy → importance, priority Word choice Clarity 136. The principles of sustainability were Passive voice misuse Clarity addressed 137. It is because it → It Wordy sentences Clarity 138. provoke → Word choice Engagement encourage, start, press, produce 139. through-provoking Misspelled words Correctness 140. provoking → Word choice Engagement initiating, starting, encouraging, pressing 141. successful → booming Word choice Engagement 142. economical → economic Incorrect phrasing Correctness 143. To meet the need of social, economical, Misplaced words or phrases Correctness and environmental aspects of sustainability 144. labor → labour Mixed dialects of English Correctness 145. To meet the need of social, economical, Unclear sentences Clarity Unclear sentences Clarity and environmental aspects of sustainability, the IX-X Biology curriculum provides local and international responsive and vibrant technological, socio-economic, and labor markets interdisciplinary standards (NCTB, 2006). 146. The biology curriculum helps students to develop their problem-solving skills along with technical and vocational skills through experiments and learning experiences, which will equip them in dealing with future problems. 147. with a Wrong or missing prepositions Correctness 148. with Inappropriate colloquialisms Delivery Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 44 of 49 Report: H93144 149. This Intricate text Clarity 150. the need of Wordy sentences Clarity 151. economical → economic Incorrect phrasing Correctness 152. understanding → knowledge Word choice Engagement 153. society → community Word choice Engagement 154. As a result, students encounter Unclear sentences Clarity experiences that engage them from the surface understanding to metacognition, where they can transfer their understanding through them allinclusive, broad experiences and experiments to the practical implementation of ideas as a responsible citizen of the society of… 155. in which Wordy sentences Clarity 156. with Inappropriate colloquialisms Delivery 157. includes → consists of Word choice Engagement 158. learning → education Word choice Engagement 159. To include this need, the curriculum 2006 Unclear sentences Clarity includes the problem base strategy of learning and teaching rather than delivery or lecture-based learning. 160. To accomplish this Misplaced words or phrases Correctness 161. in-service training will be suggested Passive voice misuse Clarity 162. needs → requirements Word choice Engagement 163. few areas were kept Passive voice misuse Clarity 164. While developing the sequence of the Unclear sentences Clarity National Biology curriculum, few areas Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 45 of 49 Report: H93144 were kept under the categories termed as "sections''. 165. as well Wordy sentences Clarity 166. These sections link both plants and Monotonous sentences Engagement animal life with different aspects of society, environment and ecology, and moral values as well. The proper sequence was observed while arranging themes under sections. The biology curriculum and textbook were divided into six sections. 167. section → unit, team, area Word choice Engagement 168. , which Punctuation in Correctness compound/complex sentences 169. Every section is interconnected with one Unclear sentences Clarity another which will help the students' understanding, skills, and ability to apply their knowledge in real-life problems and experiences. 170. the level of Wordy sentences Clarity 171. The results of this → Wordy sentences Clarity Punctuation in Correctness This 172. independence, compound/complex sentences 173. The inclusion of sustainability in the Unclear sentences Clarity Passive voice misuse Clarity Punctuation in Correctness curriculum of secondary school Biology made it more organized, coordinated, and formal. 174. The social and economic aspects of biology were neglected 175. , and compound/complex Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 46 of 49 Report: H93144 sentences 176. It was suggested Passive voice misuse Clarity 177. will → would Faulty tense sequence Correctness 178. to Wordy sentences Clarity 179. Moreover → ¶ Moreover Intricate text Clarity 180. that there is Wordy sentences Clarity 181. must Wordy sentences Clarity 182. economical → economic Confused words Correctness 183. , i.e. Comma misuse within Correctness clauses 184. am able to → can Wordy sentences Clarity 185. successfully. Closing punctuation Correctness 186. Dr. → Dr Comma misuse within Correctness clauses 187. throughout Wordy sentences Clarity 188. especially, Punctuation in Correctness compound/complex sentences 189. , late Punctuation in Correctness compound/complex sentences 190. , without → ; without, . Without Punctuation in Correctness compound/complex sentences 191. support, Punctuation in Correctness compound/complex sentences Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 47 of 49 Report: H93144 192. Dr. → Dr Comma misuse within Correctness clauses 193. , who Punctuation in Correctness compound/complex sentences 194. Dr. → Dr Comma misuse within Correctness clauses 195. problem-oriented 196. students' 197. Misspelled words Correctness Misspelled words Correctness We are learning, or They are learning Incomplete sentences Correctness 198. as → is Confused words Correctness 199. teaching climate Misspelled words Correctness 200. an interview Determiner use Correctness rst → students rst (a/an/the/this, etc.) 201. Fedral → Federal Misspelled words Correctness 202. behavior → behaviour Mixed dialects of English Correctness 203. a paradigm Determiner use Correctness (a/an/the/this, etc.) 204. The University Determiner use Correctness (a/an/the/this, etc.) 205. reference papers, references papers Misspelled words Correctness 206. aspx Unknown words Correctness 207. quality is, or quality was Incorrect verb forms Correctness 208. : Education Improper formatting Correctness Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 48 of 49 Report: H93144 209. UN → un Confused words Correctness 210. will → Will Misspelled words Correctness 211. change → Change Misspelled words Correctness Report was generated on Wednesday, Jun 23, 2021, 03:17 PM Page 49 of 49