Integration of environmental knowledge across biology, physics and chemistry subject at secondary school level in Malaysia

Abstract

Environmental Education in Malaysia is applied across the curriculum at both primary and secondary levels for all subjects. Under the constraint of educational system, schools and teachers, curriculum content has become the only important component that can sustain the implementation of these additional elements. Science content of Biology, Physics and Chemistry are assumed to have more parallel integration with Environmental Education content. This study aimed to determine how much environmental knowledges are integrated across the current science curriculum content in those subjects. The methodology of this study is an analysis of Form Four and Form Five's Biology, Physics and Chemistry syllabus. The results of this study showed that Biology have the more extent to adopt environmental knowledge compared to Physics and Chemistry. These findings also serve as a guide for science teachers to make additional efforts to apply Environmental Education in their classroom.