Evaluating a cross curriculum (integrative) approach to environmental education in three public secondary schools in Hong Kong

Abstract

The cross curriculum (integrative) approach has been viewed as the most effective means of environmental teaching through formal curriculum in schools across the world. Its main advantages are to let students make connections across subjects and link the learning to their everyday life. Some secondary schools in Hong Kong have employed such an approach to environmental education. However, there seems to be a gap between what is said and what is implemented in practice. This study evaluated the integrative approach to environmental education in three public secondary schools in Hong Kong from the viewpoints of students' perceptions. A combination of quantitative and qualitative methods was used. While the quantitative method collected information about the general characteristics of environmental literacy in the sixth form student population, the qualitative method provides in-depth understanding of their opinions and attitudes towards environmental education. The results of this study showed that the integrative approach to environmental education might not enhance the students' level of environmental literacy as much as anticipated. Comparatively, the overall performance of students in a control group, which had no environmental education programme, were done slightly well than the experiment group, which have employed integrative approach to environmental teaching. This study also revealed that students were broadly receptive to environmental education. However, they were not sure which teaching approach should be used for environmental teaching. Although the integrative approach received slightly more support as compared with the other approaches, it was still not regarded as the most effective means from the viewpoints of students.