Systemic and Integrative Thinking Systemic or integrative thinking is one component of a holistic approach which is one of the core competences in ESD for educators. By using systemic and integrative thinking, people can understand the “whole picture” and manage any situation which can be complicated (Mulá and Munirah, 2016). This involved the fundamental of systemic thinking which identify the relation of natural, social and economic systems as well as their functions; the mutually dependent relationship within the current generation and between generations, between human and environment as well as between rich and poor; their personal paradigm, cultural assumption and understanding of others; the link between sustainable futures and how we think, live and work; and their own thinking and action towards sustainable development (UNECE, 2012). Hence, systemic and integrative thinking will involve the students with case studies, project-based learning, stimulus activities, and the use of the school grounds as a learning resource. Participation and Participatory Learning Cognitive gains, action competence and community building are the outcomes from participation and participatory learning which provide tools for developing and sharing knowledge, skills and experiences (Reid et. al., 2008: 2). This implies that students becoming active participants and co-creators of knowledge and experiences, rather than passive consumers of content (Breiting et. al., 2005). Teachers act as facilitator and helpsstudents to search for meanings, construct new knowledge, think critically and create innovative solutions. This will develops students’ leadership and negotiating skills, empower them to share knowledge and experiences and provides them the opportunity to become change agents (Mula and Munirah, 2016). There are various way of teaching and learning methods that support participatory learning, such as group dialogue or discussion, problem trees, ranking activities. The Module The module used in this program will be developed based on the existing module i.e Curricula on Education for Sustainable Science for Secondary School Teachers (Mulà and Munirah, 2016). The module adopt key pedagogical principles for sustainability education that has been discussed above. The module also exposes teachers to arrange of pedagogical approaches and strategies that they can use in their own schools. These include participatory and student-centered teaching and learning methods as well as transformative, action, values and experiential learning, needed to reorient the curriculum experience towards sustainable development. The module helps students to engage more effectively with sustainability concerns. As Tilbury (2011) states, sustainability education engaged students in: - learning to ask critical questions; - learning to clarify their own values; - learning to envision more positive and sustainable futures; - learning to think systemically; - learning to respond to applied learning; and, - learning to explore the dialectic between tra-dition and innovation. The reflection box provided in the module can be used by the teachers as a guideline to incorporate the sustainable development (biodiversity issue) key points in their teaching processes. The example of the reflection box is below: 172 Proceedings of the International Conference on Climate Change, Biodiversity and Ecosystem Services for the Sustainable Development Goals (SDGs): Policy and Practice 27-29 June 2016, Cha-am, Phetchaburi, Thailand
Proceedings of International Conference on Climate Change, Biodiversity and Ecosystem Services for the Sustainable Development Goals : Policy and Practice 27-29 June 2016 at the Sirindhorn International Environmental Park, Cha-am, Phetchaburi, Thailand
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