Integration as a form of curriculum reform: The teaching of environmental education in KBSM Geography in a Malaysian context

Abstract

This study sets out to identify teachers' perceptions of and practices during thenintegration of environmental education in KBSM Geography in Malaysia. Thenpurpose of this inquiry is to ascertain the practicability of integrating environmentalneducation within geography, as well as to examine the support structures that facilitatenthis integration in schools and the classroom practices of teachers in ensuring thenimplementation of KBSM Geography as enshrined in the curriculum. Questionnaires,ninterviews, observations and archival documents were used to obtain the necessaryndata for the study. Two hundred and seventy eight teachers responded to thenquestionnaires, and 34 participated in the interviews. These data were complementednby eight teachers' observation during their geography lessons. In addition, the KBSMnGeography Curriculum, Malaysian environmental education statement and currentnresearch on geography education in Malaysia were retrieved and used to compare andncontrast with the findings, and to strengthen this study.This study utilises the multi-dimensional approach to the gathering, and analysis ofnthe data. This approach capitalises on the strengths of both the quantitative andnqualitative methods in elucidating the relevant data through various instruments.nSemi-structured interviews and classroom observations subsequently followed thendata gathered through questionnaires. The questionnaire data about teachers'nperceptions of the KBSM Geography were substantiated with further evidence fromnthe interviews and observations. In this way, a multimethod approach strengthensndata from one instrument with subsequent data from another instrument. Archivalndocuments add weight to these findings, especially with regard to comparativenanalysis of KBSM Geography and environmental education in Malaysia. Usingnextensive paraphrased and verbatim comments from the interviews, and citingninstances of classroom practices, this study portrays the current teaching of KBSMngeography.The comparative analysis of geography and environmental studies reveals thatnmany commonalties exist between them. These are revealed through a thoroughnanalysis of traditions, content, concepts, research methods and frequently askednquestions among scholars. Although each of these fields of knowledge is unique, they tend to have many similarities and co-exist in an integrated form. The trend ofnconvergence of knowledge between geography and environmental studies, at present,nenhances the existing link and is making any distinction between them difficult.nSubsequently, in the Malaysian context, the KBSM Geography Curriculum andnenvironmental education were compared and analysed. The findings confirmed thatnenvironmental education is well-represented in all aspects of the KBSM Geography.nThis was evident from the curriculum document, goals and objectives, themes and thencontent. This analysis proves beyond a doubt, that environmental education is well-entrenchednin KBSM Geography, reflecting an interdisciplinary curriculum.The teachers' views on the KBSM Geography Curriculum reveal that theynacknowledge the existence of an integrated environmental education withinngeography. However, these same teachers have limited understanding ofnenvironmental education and integration. The teachers also elaborated on the meritsnof KBSM Geography as an integrated transactional curriculum. However, teachersnacknowledged that the curriculum could be strengthen by allocating more time andninnovative pedagogical methods.Regarding the schools' support structure towards the implementation of KBSMnGeography, the teachers argued that, as guardians of curriculum implementations, thenschools and their administrators provide little support which retards the enhancementnof KBSM Geography among the teachers and students. Part of the reason for this isnthe elective status of KBSM Geography which causes its low priority. The schoolsnsupport KBSM Geography only when their programmes promote the schools' ornadministrators' image. Only when specifically instructed, the school or administratorsnsupport such programmes, otherwise they neglect other activities even though theyncan enhance students' understanding of environmental education or geography. Notnonly are the provisions for resources to teach KBSM Geography limited, butnresources are often mismanaged, discouraging teachers from using them.This study identified significant inadequacies in current teachers' knowledge ofnenvironmental education and contemporary geography. The findings revealed thatnteachers practise little integration in teaching of environmental education within thenKBSM Geography Curriculum.n n n n n n n