Sustainable development concept in the chemistry curriculum: An exploration of foundation students’ perspective

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Purpose: This paper aims to investigate the knowledge, attitude and behaviour of foundation chemistry learners concerning the sustainable development concept. Design/methodology/approach: Qualitative and quantitative studies were conducted. Atlas.ti software was used to analyse the chemistry curriculum based on selected themes and sub-themes. A survey was carried out involving 132 chemistry learners. The chemistry learners were students from a foundation programme in a local university located in Selangor, Malaysia. The collected data were analysed using SPSS 21.0 involving descriptive and inferential statistics. Findings: Document analysis on the chemistry curriculum shows that water is the theme most covered in the chemistry learners’ textbook, as compared to other themes. In general, the chemistry learners have good knowledge and attitude concerning the sustainable development concept. However, their knowledge and attitude do not reflect in their behaviour as an individual, as well as in the classroom. Moreover, their knowledge, attitude and behaviour focus more on environmental dimension, as compared to other sustainable development dimensions. Practical implications: This paper is instrumental in assisting educators to assess how chemistry learners perceive sustainable development, and this may help to bring about changes to improve chemistry teaching and learning processes towards education for sustainable development. Originality/value: This paper is an original and novel research paper which is first conducted on sustainable development concept in chemistry curriculum in Malaysia.

Original languageEnglish
JournalInternational Journal of Sustainability in Higher Education
DOIs
Publication statusAccepted/In press - 1 Jan 2018

Fingerprint

Curricula
Sustainable development
sustainable development
chemistry
Students
curriculum
student
Malaysia
inferential statistics
Textbooks
document analysis
SPSS
descriptive statistics
textbook
learning process
Teaching
Education
Statistics
educator
water

Keywords

  • Attitude
  • Behaviour
  • Chemistry
  • Knowledge
  • Learning
  • Sustainable development
  • Teaching

ASJC Scopus subject areas

  • Human Factors and Ergonomics
  • Education

Cite this

@article{2dcc08818cab4a6888ce0d6dcb350b31,
title = "Sustainable development concept in the chemistry curriculum: An exploration of foundation students’ perspective",
abstract = "Purpose: This paper aims to investigate the knowledge, attitude and behaviour of foundation chemistry learners concerning the sustainable development concept. Design/methodology/approach: Qualitative and quantitative studies were conducted. Atlas.ti software was used to analyse the chemistry curriculum based on selected themes and sub-themes. A survey was carried out involving 132 chemistry learners. The chemistry learners were students from a foundation programme in a local university located in Selangor, Malaysia. The collected data were analysed using SPSS 21.0 involving descriptive and inferential statistics. Findings: Document analysis on the chemistry curriculum shows that water is the theme most covered in the chemistry learners’ textbook, as compared to other themes. In general, the chemistry learners have good knowledge and attitude concerning the sustainable development concept. However, their knowledge and attitude do not reflect in their behaviour as an individual, as well as in the classroom. Moreover, their knowledge, attitude and behaviour focus more on environmental dimension, as compared to other sustainable development dimensions. Practical implications: This paper is instrumental in assisting educators to assess how chemistry learners perceive sustainable development, and this may help to bring about changes to improve chemistry teaching and learning processes towards education for sustainable development. Originality/value: This paper is an original and novel research paper which is first conducted on sustainable development concept in chemistry curriculum in Malaysia.",
keywords = "Attitude, Behaviour, Chemistry, Knowledge, Learning, Sustainable development, Teaching",
author = "Suganty Kanapathy and Lee, {Khai Ern} and Subarna Sivapalan and Mazlin Mokhtar and {Syed Zakaria}, {Sharifah Zarina} and {Mohd. Zahidi}, Azizah",
year = "2018",
month = "1",
day = "1",
doi = "10.1108/IJSHE-04-2018-0069",
language = "English",
journal = "International Journal of Sustainability in Higher Education",
issn = "1467-6370",
publisher = "Emerald Group Publishing Ltd.",

}

TY - JOUR

T1 - Sustainable development concept in the chemistry curriculum

T2 - An exploration of foundation students’ perspective

AU - Kanapathy, Suganty

AU - Lee, Khai Ern

AU - Sivapalan, Subarna

AU - Mokhtar, Mazlin

AU - Syed Zakaria, Sharifah Zarina

AU - Mohd. Zahidi, Azizah

PY - 2018/1/1

Y1 - 2018/1/1

N2 - Purpose: This paper aims to investigate the knowledge, attitude and behaviour of foundation chemistry learners concerning the sustainable development concept. Design/methodology/approach: Qualitative and quantitative studies were conducted. Atlas.ti software was used to analyse the chemistry curriculum based on selected themes and sub-themes. A survey was carried out involving 132 chemistry learners. The chemistry learners were students from a foundation programme in a local university located in Selangor, Malaysia. The collected data were analysed using SPSS 21.0 involving descriptive and inferential statistics. Findings: Document analysis on the chemistry curriculum shows that water is the theme most covered in the chemistry learners’ textbook, as compared to other themes. In general, the chemistry learners have good knowledge and attitude concerning the sustainable development concept. However, their knowledge and attitude do not reflect in their behaviour as an individual, as well as in the classroom. Moreover, their knowledge, attitude and behaviour focus more on environmental dimension, as compared to other sustainable development dimensions. Practical implications: This paper is instrumental in assisting educators to assess how chemistry learners perceive sustainable development, and this may help to bring about changes to improve chemistry teaching and learning processes towards education for sustainable development. Originality/value: This paper is an original and novel research paper which is first conducted on sustainable development concept in chemistry curriculum in Malaysia.

AB - Purpose: This paper aims to investigate the knowledge, attitude and behaviour of foundation chemistry learners concerning the sustainable development concept. Design/methodology/approach: Qualitative and quantitative studies were conducted. Atlas.ti software was used to analyse the chemistry curriculum based on selected themes and sub-themes. A survey was carried out involving 132 chemistry learners. The chemistry learners were students from a foundation programme in a local university located in Selangor, Malaysia. The collected data were analysed using SPSS 21.0 involving descriptive and inferential statistics. Findings: Document analysis on the chemistry curriculum shows that water is the theme most covered in the chemistry learners’ textbook, as compared to other themes. In general, the chemistry learners have good knowledge and attitude concerning the sustainable development concept. However, their knowledge and attitude do not reflect in their behaviour as an individual, as well as in the classroom. Moreover, their knowledge, attitude and behaviour focus more on environmental dimension, as compared to other sustainable development dimensions. Practical implications: This paper is instrumental in assisting educators to assess how chemistry learners perceive sustainable development, and this may help to bring about changes to improve chemistry teaching and learning processes towards education for sustainable development. Originality/value: This paper is an original and novel research paper which is first conducted on sustainable development concept in chemistry curriculum in Malaysia.

KW - Attitude

KW - Behaviour

KW - Chemistry

KW - Knowledge

KW - Learning

KW - Sustainable development

KW - Teaching

UR - http://www.scopus.com/inward/record.url?scp=85056199439&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85056199439&partnerID=8YFLogxK

U2 - 10.1108/IJSHE-04-2018-0069

DO - 10.1108/IJSHE-04-2018-0069

M3 - Article

AN - SCOPUS:85056199439

JO - International Journal of Sustainability in Higher Education

JF - International Journal of Sustainability in Higher Education

SN - 1467-6370

ER -