Abstract

This research was carried out to evaluate intellectual quality in Biology teaching and its impact on students learning at secondary level. The objectives of study were (i) to find the element of logical thinking, (ii) to explore about the element of in-depth knowledge, (iii) to find about the element of conceptual understanding (iv) to find the elements of substantive conversation, (v) to explore about the element of problematic knowledge and curriculum.  The research was conducted with 04 biology teachers in the city of Rawalpindi, Pakistan, by using qualitative methods. Data were collected through questionnaire, classroom observations and in-depth interviews. The collected data was analyzed through thematic analysis. The trust worthiness, reliability and validity of the research were checked through triangulation, member checking and auditing. The essence of the study was determined through common points in theme. Finally, the conclusion and recommendations were drawn. The research was beneficial for biology teachers to improve the quality of teaching for motivating students learning.  The study concluded that the participant teachers who were teaching in Government sector were professionally well qualified, trained and experienced as compared to private sector teachers. All the participant teachers gave highest ranking to the aspect of intellectual quality and its elements like logical thinking, in-depth knowledge, conceptual understanding, substantive conversation and problematic knowledge and curriculum.