Purpose of the study: The study aimed to investigate the sustainability principles embedded in the secondary school Biology curriculum in Lahore. Secondly, it helps explain the theoretical frames which 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. Analysis of the Biology curriculum document was opted to analyze the sustainability principles embedded in the secondary school Biology curriculum. Main Findings: The result of the study revealed that the inclusion of sustainability in the curriculum of secondary school Biology made it more organized, coordinated, and formal. However, there is a need to emphasize the memorization and retention of irrelevant material, themes, or detail. In the limited portions of the Biology curriculum, the social and economic aspects omit and practical, experimentation or application of the written content work ignored in the curriculum. Applications of this study: The study will shed new light on the progressive and applicable implementation of sustainability principles. The systematic and coordinated inclusion of the sustainability principle in the biology curriculum will help students cope with the needs and demands of a future society. Novelty/Originality of this study: There was a considerable amount of work on the science curriculum and the alignment of the textbooks. However, it is improper in the Biology curriculum. In this project, scientists analyze individually or simultaneously the principles of sustainability in the biology curriculum. This study will also help the curriculum developers to make a curriculum that must reflect our social, Islamic, environmental, and economic needs.
This study was conducted while using the Quasi-Experimental design to examine the effect of Cooperative learning on prospective teachers' Meta cognitive skills. The sample for this study included two sections/ groups, each comprising 40 students (40 males 40 females=80) enrolled in the fifth Semester of the B.Ed Honors program in a public university. One of the sections was declared as the Experimental, whereas the other as the Controlled group. The understudy sections were pre-tested, and then the experimental group was exposed to the intervention (cooperative learning strategy), which lasted for one Semester. Both sections were post-tested after the completion of the intervention. Meta cognitive Skills Assessment Tool (MSAT) was used for pre and post-test. Based on the results, it is concluded that Cooperative Learning helps develop Meta cognitive skills in prospective teachers. Therefore, it is recommended that the teachers should teach while using the Cooperative learning approach.
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