related knowledge. Their performance in class, thematic work, and the basic knowledge test are all monitored and form part of the evaluation result of the curriculum. Both the teachers’ evaluation and students’ self-assessment are considered. The final score can be between zero to 100. For the field work, the most important components of the assessment are the participation in the field work, the quality of the final report, and the students’ self-assessment. Students are also assessed based on their ability to identify a plant; analyze the relationship between the characteristics of the plant and natural environment; make plant specimens; design biodiversity-related experiments and put them into use; survey simple biodiversity issues; and analyze the reasons of their formation. The final assessment result is presented as either excellent, good, qualified, or unqualified. For the innovative project, the commission which funds the project will give an objective evaluation of the significance, inputs and outputs of the project every year. Based on the project’s progress reports, the commission monitors the specific process, and determines whether or not to continue supporting the project. Students’ Satisfaction Survey To better understand the status of biodiversity-related courses in the School of Geography, a survey was conducted among students to know their level of satisfaction over the biodiversity courses offered. Problems and challenges faced also formed part of the survey. The survey participants were undergraduate students who major in geography science and graduate students who study geography education. What is common among these survey subjects was that most of them are preparing to become future geography teachers. Arming these future geography teachers with knowledge and understanding of biodiversity and its conservation not only can enhance the development of their professional knowledge, but also promote the implementation of biodiversity education in middle school in the future. The sample group had 81 members, including 67 undergraduate students with 13 males and 54 females, and 14 graduate students with 4 males and 10 females. The satisfaction survey on Botanic Geography. Botanic Geography is a compulsory curriculum for undergraduate students and is a core part of biodiversity education in the School of Geography. In the survey, 93 per cent of students think it is necessary to offer it as a course, while only 2.4 per cent of students think it is unnecessary. Meanwhile, 83.4 per cent of students are satisfied with the biodiversity education offered by the school, while only 12 per cent feel the need for improvement. Table 2 shows that 88 per cent of students think the course improves their awareness of biodiversity and its conservation, as well as fulfills their related basic knowledge. Of the participants, 76.2 per cent of students agree that the course enhances the development of their related abilities. From the interviews conducted, the School of Geography found that some students think one month is short for the field work. Some feel that one limitation is the fact that students only imitate what their teachers do during field work. Table 2. Students’ satisfaction on “Botanic Geography”. Totally Right Right Neutral Wrong The course is necessary 42.9% 50.0% 4.8% 2.4% I am satisfied with it 28.6% 54.8% 11.9% 4.8% ENCOURAGING PARTNERSHIP BETWEEN BUSINESS AND COMMUNITIES FOR BIODIVERSITY 109 It improves my consciousness 47.6% 40.5% 9.5% 2.4% It fulfills my knowledge 42.9% 47.6% 7.1% 2.4% It enhances my abilities to study and research 23.8% 52.4% 35.7% 11.9%
In Celebration of His Majesty the King of Thailand’s 84th Birthday Anniversary
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