“the impact of individual’s actions on natural world is influenced by the knowledge about (and/experience) the individual have which will affect the attitudes towards natural world”. V. CONCLUSION The elements of biodiversity are integrated either directly or indirectly in the subjects taught in secondary school curriculum in Malaysia especially in Science and Geography. Only in Form 2 Science and Form 4 Biology have a specific topic on biodiversity, whereas Science and Geography syllabus in other Form discuss elements of the biodiversity without the term ‘biodiversity’. Although there are no specific theme or topic that discuss element related to biodiversity in other subjects such Languages and Mathematics, it can be infused in some activities as suggested in the Teacher’s Guide Book on Environmental Education across the Curriculum for Secondary School. The biodiversity elements in the syllabus meet the three types such as diversity, species diversity and ecosystem diversity. The curriculum emphasises on inquiry, discovery learning through experience and problem solving processes that utilised scientific and thinking skills. The curriculum also emphasised on active learning approaches that meet the widely accepted approach in sustainability education. It is hoped that the new curriculum that will be implemented in 2017 will emphasis on current issues related to biodiversity and to focus on action learning, experiential learning, problem based learning with values education, futures and critical reflective thinking which will provide students with are not only knowledgeable about biodiversity but also able to take the necessary action to ensure the preservation of biodiversity for their well-being in the future. and thinking skills are utilised (Ministry of Education, 2002a; 2002b). The syllabus emphasised on active learning approaches (such as discussion; gather information from magazines, books and internet; collect and interpret data; experiments, role play, mind map, forum, project, draw a picture, game, campaign or competition, scrap book, field trips) and seek to engage the students in thinking critically (such as attributing, comparing and contrasting, grouping and classifying, sequencing, prioritising, analysing, detecting bias, evaluating, making conclusions) and creatively (generating ideas, relating, making inferences, predicting, making generalisations visualising, synthesising, making hypotheses, and making analogies) about key issues associated with biodiversity. Science process skills such as observing, classifying, measuring and using numbers, making inferences, predicting using space-time relationship, interpreting data, defining operationally, controlling variables, making hypothesis, experimenting and communicating also been emphasized. The syllabus also suggested to conduct a field study for some topics which in hands on approach that meet outdoor learning and experiential learning strategies. These strategies fulfil teaching and learning approaches and strategies widely accepted in sustainability education. East Lothian Council (no date) emphasised that a principal element of teaching biodiversity is getting children outside-the hands on approach. According to National Science Board (1991: 27), student will be able to appreciate and understand the natural world if they have the chance to work directly with natural resources by using their sense to observe and with the help of learning instrument to extend the ability of their senses. John Muir (in Goralnik and Nelson, 2011) asserted that if the people have exposure to the natural world, they will act on behalf of it. In line with this, Goralnik and Nelson (2011:4) expressed that Proceedings of the International Conference on Climate Change, Biodiversity and Ecosystem Services for the 187 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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