At the end of the module, the teacher should be able to understand concepts and themes related to biodiversity and how they can be integrated in subject areas; design and plan learning experiences related to biodiversity that involve interdisciplinary thinking and practice; and use a wide range of interactive and participatory teaching and learning strategies that empower students in futures thinking, critical discussions, values clarification and action learning. CONCLUSION This project is still in very early initial stage. Currently researchers are developing list of biodiversity issues and topics which can be integrated into existing school subjects and where teachers and pupils can connect with local issues they face in the communities. Future works need to be done in order to ensure biodiversity elements could be integrated in all subjects at all levels across the curriculum in secondary school in Malaysia.It is expected that teachers will have at least a basic knowledge on biodiversity and pedagogical skillsthat will help them to act as catalysts to lead a process of change the understanding and behavior of the school pupils and other teachers. ACKNOWLEDGEMENT This paper was supported in part by CLMV (Cambodia, Laos, Myanmar and Vietnam) Grant from National Higher Education Research Institute of Malaysia for the research entitled “An Intervention Study Using ‘Sustainability Module’ on Teachers” ESD Knowledge, Attitude and Practices in Malaysia, Vietnam and Cambodia: A “Comparative Study.” REFERENCES Acheson, G. (2003). Teaching the tool of trade: an exploration of teachers’ belief, knowledge practices about maps. Ph.D. Dissertation. Texas A&M University. Retrieved May 25, 2005 from https:// txspace.tamu.edu/bitstream/ 1969.1/421/1/ etd-tamu-2003C-GEOG-Acheson-1.pdf ARIES The Australian Research Institute in Education for Sustainability. (2009). Education for Sustainability–The Role of Education in Engaging and Equipping People f o r Change. Retrieved May 16, 2016 from http:// aries.mq.edu.au/publications/aries/efs_ brochure/pdf/efs_brochure.pdf Breiting, S., Mayer, M., & Mogensen, F. (2005). Quality Criteria for ESD-Schools: Guidelines to Enhance the Quality of Education for Sustainable Development. Vienna: Austrian Federal Ministry of Education, Science and Culture. International Alliance of Leading Education Instites (IALEI). (2009). Climate Change and sustainable development: the response from education. Retrieved May 10, 2016 from http://oldwww.dpu. dk/Everest/Publications/Om%20DPU/ Instituter /Institut%20for%20didaktik/ 20091211090537/CurrentVersion/ Report%20with%20recommendations. final.dec09.pdf Lehtonen, A. (2012). Future Thinking and Learning in Improvisation and a Collaborative Devised Theatre Project within Primary School Students. Procedia-Social and Behavioral Sciences, Vol.45: 104-113. Proceedings of the International Conference on Climate Change, Biodiversity and Ecosystem Services for the 175 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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