to use the language to further their studies and for work purposes (MOE, 2003: 1). One of the themes and topics that was stipulated in Form 1 to Form 5 English Language syllabus is environment. However, learners are not expected to deal with the topics in depth. This topic serve as the subject matter through which the three areas of language use are developed using meaningful tasks and activities (MOE, 2003: 8). While in Malay Language (national language) the knowledge covers various disciplines, such as science and geography that can be used to develop language knowledge and language skills (KPM, 2003). Teachers should take into account current issues (including biodiversity or biodiversity-related) in their teaching and learning. Two of the objectives for secondary mathematics curriculum enable students to apply knowledge and the skills of mathematics in solving problems and making decisions and relate mathematics with other areas of knowledge (MOE, 2002c: 2). These objectives are in line with one of the elements emphasized in the syllabus ie mathematical connections. By making connections, students are able to see mathematics as an integrated whole and will be able to use mathematics contextually in different learning areas and in real life situations. (MOE, 2002c: 7). Biodiversity or biodiversity- related provide opportunities for mathematical connections elements that could be taken into account and infused in the teaching and learning processes in the classroom. In teaching and learning teacher must incorporate various teaching strategies and approaches such as direct instruction, discovery learning, investigation, guided discovery or other methods (MOE, 2002c). II. METHODOLOGY This study employed a qualitative research approach through content analysis technique of documents. This technique is purposely used to capture ‘biodiversity’ in the Malaysia existing curriculum. Bardach (2009:69) stated that documents are “anything that has to be read”. In this study, documents that been analysed are the official curriculum documents prescribed by the Ministry of Education such as the syllabuses, the description of each subject syllabuses for Form 1, Form 2, Form 3, Form 4 and Form 5, and Teacher’s GuideBook on Environmental Education Across the Curriculum for Secondary School. Following Yan Zhang and Wildemuth (2009), samples of documents for the qualitative content analysis consist of purposively selected texts which can address the research questions being investigated. The texts were read through several times to obtain a sense of the whole. The items that have been sought in the text is about biodiversity and biodiversity-related that meet the definition of biodiversity as discussed above. III. RESULTS Biodiversity in Science Curriculum There are specific learning areas on biodiversity in the secondary school science curriculum. Science syllabus for Form 2 have specific learning area on biodiversity under the theme Man and the Variety of Living Things. Based on the learning objectives in this area, knowledge related to biodiversity that must be known to the students are variety of living organisms and their classification. The topic comprise two elements of biodiversity which are genetic diversity and species diversity. These topics provide instances for students to explain the diversity of living organisms in a habitat; classify various animals based on common characteristics; classify various plants based on common characteristics; and explain the importance of biodiversity to the environment (MOE, 2002b). No specific learning area or topics on biodiversity per se in Form 1, Form 3, Form 4 180 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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