INFUSING ENVIRONMENTAL EDUCATION IN THE EXISTING NATIONAL CURRICULUM

 

In this report, the discussion centres upon the overall trends of a pilot research project undertaken by WWF Malaysia in cooperation with other agencies to strengthen Environmental Education (EE) in the existing Malaysian curriculum. Yearly detailed reports have already been completed. This longitudinal study was carried out in two cycles.

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FIRST CYCLE

The first cycle of research was from 2008 to 2010. It was a progressive first cycle in that the first year saw the use of the EE Kits for Form 1 only. In 2009, the Form 1 students were followed to Form 2 using the EEKits for Form 2, in addition to the Form 1 students using the EEKits Form 1. In 2010, the Form 2 students were followed to Form 3 and they used the EEKits Form 3. The EE Kits for Forms 1 and 2 continued to be used simultaneously. 

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SECOND CYCLE

The second cycle was from 2011 to 2013. In this cycle, the EE Kits were used simultaneously by Forms 1, 2, and 3. Each of the Forms was followed up to the next level each year. 

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The EE Kits were developed jointly by WWF-Malaysia, the Curriculum Development Centre of the Malaysian Ministry of Education, selected public universities, and other governmental agencies (Please refer to Annex 1). The Kit contains resource materials for selected units/topics for four subjects namely, Bahasa Malaysia, English, Science, and Geography for Forms 1, 2, and 3. Four schools located in different zones were selected in Peninsular Malaysia. 

 

The overall aim of the pilot project was to prepare the teaching-learning modules (EEKits) to be used as a resource for the infusion of environmental education while implementing the formal curricula for Science, Geography, Bahasa Melayu, and English for Forms 1, 2, and 3. It was hoped that at the end of the project, a model to infuse EE within the formal curriculum can be identified. 

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CONCLUSION

Results indicate that this process of conscious awareness that needs to be applied in the classroom by the teachers may be increasing very slowly as can be seen in the correlation values between Classroom Experience with Perceptions of what EE should be as well as the correlation values obtained between Attitude and Environmental Behaviour. 

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Nevertheless, the training of teachers has to go beyond just exposure to the teaching-learning techniques and transform the mindset of teachers to become sensitive and very conscious with regards to environmental issues both local and global. The fine balance of the impartation of necessary academic knowledge with the creation of environmental awareness through real–time experiences must be realised by the teachers involved. 

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Based upon the results above, which shows that the road to pro-environmental behaviour is slow and needs appropriate teaching and learning approaches supported by suitable resources, the original model can be modified as in the diagram below :

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