Abstract
It is argued that science curriculum in their current situation in Saudi Arabia do not achieve the objective of teaching basic concepts related to enhanced concept of environment or understanding relationships of interaction between man and environment. The curriculum also failed to develop students’ critical mind as well as problem solving skills, skills that are deemed to be extremely necessary in recognizing and solving environmental problems. This situation is exacerbated in Saudi Arabia as a result of science and technology advancement due to the Oil Age era. Consequently, the new generation begin to lose their adherence to tradition and custom which emphasized on love for the environment and nature and the importance of sustaining them. This study will present findings from a pre-test and post-test quasi experimental study specifically designed to determine the effect of classroom and non-classroom environmental module in improving Saudi Arabian students’ environmental values. Additionally, the effect of gender on the module's effectiveness was also identified. The classroom and non-classroom environmental module was developed by the researchers and is embedded within the current Saudi Arabia's Biology curriculum. Students in the control groups underwent normal Biology teaching and learning activities. Analyses of findings reveal that students who were exposed to the classroom and non-classroom environmental intervention module significantly improved their environmental values as compared to their counterparts in the control group. When gender effect was measured, it was found that significant improvement occurred within both the female and male groups. The findings will lead to several suggestions on how to improve the existing teaching of environmental issues within the context of Saudi's Biology classes. © 2010 Elsevier Ltd. All rights reserved
Published Version
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