The emphasis on evolution in the SEC Biology syllabus : teachers’ views

Abstract

In a bid to shift the emphasis from systematics, and the level of rote learning associated with it, to evolution, the proposed 2024 SEC biology syllabus will introduce the topic “Evolution and Diversity of Life” in lieu of the previous topic “Different Forms of Life”. The purpose of this study is to gather the views and opinions of biology teachers of different genders, ages, level of education and school sectors about this change in the syllabus and about the increased emphasis on evolution as a topic. The study seeks to explore the teachers’ views on this change in the syllabus, on the theory of evolution itself and on the pedagogy required to transmit this topic to students, on what type of support and the kinds of resources they might need to teach it, and on whether or not they envisage issues with students while teaching the topic. A mixed methods approach was used to gather more meaningful data. The quantitative part of the survey consisted of an online questionnaire that was sent to all biology teachers in Malta and Gozo. The qualitative part consisted of a number of interviews conducted with a selection of biology teachers and three SEC syllabus panel members who had been involved in the drafting of this syllabus. The data collected was analysed accordingly. The conclusions from this study show that the great majority of teachers accept the theory of evolution and believe in it. A substantial number of respondents feel that they need assistance in teaching this topic to students and most teachers agree that they need the right resources to be able to deliver the subject content. It is also evident from the results of the questionnaires that younger teachers, as opposed to their more experienced colleagues, do not think students will be overwhelmed with the amount of knowledge that the topic of "Evolution and Diversity of Life" will necessarily bring with it. Younger teachers also believe that students are going to benefit from this change, while more senior teachers seem to be iii undecided on this issue. The majority also think that having mixed cultures in the class should not pose a problem with regards to delivering lessons about evolution. In view of the results of this study, it is being recommended that, after a reasonable amount of time has elapsed from the implementation of this change in the syllabus, two further studies should be undertaken: one with teachers, which would be on the same lines as this study, and another one with students, in order to gauge the effectiveness of this change in the syllabus.