No abstract

Quality of science education is under consideration by educationists and researchers.Achievement in science subjects, as an indicator of the quality of science education, not only determines the students' performance but helps the teachers to evaluate their teaching strategies. This study is an effort to explore the factors related to scientific achievement from a Pakistani perspective. A sample of1149 students from 37 public schools of 8th and 9th grades was taken. Results show that parental qualification and maternal job status effect significantly on students' science achievement. Female students were significantly higher than male students, and grade 8 students were significantly higher than grade 9 students in their science achievement scores. The students whose parents were involved indifferent occupations differ significantly in their achievement in a science subject(s). Parental education and their occupational profile are associated with students' science achievement scores. Hence the more responsible role of teachers, parents and school is recommended.

General science textbooks due to integrated contents of Biology, Chemistry, Physics and; Earth and Space, need special attention of curriculum developers. The contents in general science textbooks can be evaluated through different methods and curriculum analysis taxonomy (CAT) is one of these. This research paper explores the contents of general science textbook of 8th grade taught in all government schools and in some private schools of Punjab province. The contents of textbook were broken down in term of Piagetian developmental levels by using Curriculum Analysis Taxonomy (CAT). The findings show that majority of contents of General science textbook were at Concrete Operational level while a small number of contents demands Formal Operational level. This uneven distribution of contents at different Piagetian developmental levels were also observed when contents of Biology, Chemistry, Physics and; Earth and Space were separately studied. It is recommended that the distribution of contents should follow model based on Piagetian development levels and the selection of contents should be on the basis of breadth and depth of the concepts.