Biological sciences curriculum study (BSCS)

In1959, biological sciences curriculum study (BSCS) project was launched by American Institute of Biological Science, university of Colorado in order to improve biology education in secondary schools. A steering committee of biological scientists, teachers and educators was constituted. The project was financed by National Science Foundation, USA.

Objectives of BSCS project

The BSCS project was started to design high school biology course with the objectives to:

·         Provide recent and latest knowledge in biological sciences

·         Develop understanding of the conceptual structure of biological sciences

·         Develop skills and processes of biology among the students

·         Create an opportunity to use inquiry approach in teaching and learning of biology

·         Prepare rich supplementary or support materials to enrich learning experiences in biological sciences

·         Present current status of biological sciences

Why BSCS project was needed

The organization of the BSCS project necessitated because of the inadequacies and defects felt in the ongoing or conventional biological sciences teaching. Following defects were observed in conventional biological science teaching.

            - Inclusion of dead or useless contents in syllabus

            - Little practical work

            - No correlation of biological sciences and physical science

            - Lack of integrated approach

            - No proper consideration of psychological aspects of teaching learning.

Organization of BSCS project

A group of 70 high school biology teachers and university level biologists prepared the preliminary materials for class room trials in about 100 schools spread throughout the country.

The materials were then revised and tested in 500 schools in the first phase (1961-62) and 950 schools in the following years.

The trial was done on 150000 students studying in approximately 1500 schools.

Final versions of the text book were prepared in 1963.

There were the following three independent versions of the textbook prepared with some common unifying themes:

a) The blue version, Biological Sciences- Molecules to Man

b) The green version, High School Biology

c) The yellow version, Biological sciences - An inquiry into life.

A teacher's handbook was also prepared.

In the conventional biology courses the emphasis was on the study of tissues, organs and organism. In the BSCS text, the emphasis shifted to molecular level, cellular level and the world biome. Thus the BSCS courses represented a fundamental change in organization of the content based on the development of science and technology, and its use in biology. The courses were interwoven around nine themes and three versions discussed here which represent the contemporary content and structure of the discipline.

The nine themes

They are as follows:

1. Change of living things through time, evolution

2. Diversity of type and unity of pattern in living things

3. The genetic continuity of life

4. Complementarity of organism and environment

5. The biological roots of behaviour

6. The complementarity of structure and function

7. Regulation and homeostasis

8. Science as enquiry

9. The intellectual history of biological concepts

The three versions

All the three versions of the textbook assume that secondary school biology provides the students with their last formal exposure to this discipline. A short descriptions of each version is as follows:

1. The blue version ( Biological sciences: Molecules to man) - It emphasizes the study of biology at molecular level with emphasis on recent advancement in physiology and biochemical evolution. The text presents a unifying approach to teaching biology and its organization from the simplest level to the most recent advanced level,ie. From molecule to man, with an eye on evolution. It is composed of seven sections:

·         The interaction of facts and ideas

·         The evolution of cell

·         The multi cellular organism: new problems of life

·         The multi cellular organism: problems of reproduction and variations

·         The multi cellular organism: problems of energy utilization

·         The multi cellular organism: problems of integration

·         Higher levels of organization

2. The green version: High school biology: - It introduces students to the living world and gives some idea about the methods of science. At the same time it provides some useful ideas of biology. In the green version, one studies biology from ecological and behavioral point of biology. In the green version, one studies biology from ecological and behavioral point of view. A major emphasis is placed on the biological community and the world biome. The book covers following six sections:

·         The living world: the biosphere

·         Diversity in the biosphere

·         Patterns in the biosphere

·         Within the individual organism

·         Adaptation

·         Man and biosphere

3. The yellow version (Biological Sciences: An Inquiry into life):- It attempts a balance coverage of biology for high school and early college courses. The yellow version is concerned with the cellular level of organization, and the content is organized around the concepts of biological unity, diversity and continuity. It covers following seven areas:

·         Cell

·         Microorganisms

·         Plant life

·         Animal life

·         Genetic continuity

·         Evolution

·         Ecology

These three versions aim at providing all that is known as modern biology. Each version has its own flavor and thematic approach. All the three versions lay emphasis on laboratory work which develops an understanding of scientific enquiry. Theory and practice are integrated very well. Learners are given the opportunity to appreciate the work of biologists and their contribution.

The fourth version: A special course for low achievers

The BSCS project developed additional text for slow learners. This book is known as Biological sciences: Pattern and process. It is also called fourth version. The text provides content in simple language and easy methods of learning have been considered. Slow learners get the opportunity to learn through activities, laboratory work and practical. Programmed learning is used to accelerate the learning of slow learners and to simplify the content. The fourth version is used in American schools in class ten.