eprintid: 10010
rev_number: 2
eprint_status: archive
userid: 1
dir: disk0/00/01/00/10
datestamp: 2023-11-09 16:36:39
lastmod: 2023-11-09 16:36:39
status_changed: 2023-11-09 16:30:21
type: conference_item
metadata_visibility: show
creators_name: Kanapathy, S.
creators_name: Lee, K.E.
creators_name: Mokhtar, M.
creators_name: Sved Zakaria, S.Z.
creators_name: Sivapalan, S.
creators_name: Zahidi, A.M.
title: The integration of sustainable development concept in Chemistry curriculum: A conceptual framework for the case of Pusat PERMAT Apintar� Negara
ispublished: pub
keywords: Electrostatic devices; Engineering education; Planning; Students; Sustainable development, Chemical theories; Chemistry curriculum; Complex problems; Conceptual frameworks; Education for sustainable development; Literature reviews; Malaysia, Curricula
note: cited By 4; Conference of 7th World Engineering Education Forum, WEEF 2017 ; Conference Date: 13 November 2017 Through 16 November 2017; Conference Code:139977
abstract: Education for Sustainable Development (ESD) has attracted the attention of numerous researchers in recent years. The focus ESD is to educate individuals to become responsible citizens in the future. Schools are the primary channels through which the students gain an understanding of sustainable development. Using an extensive literature review, a conceptual framework to integrate sustainable development (SD) concept in Chemistry curriculum of Pusat PERMATApintar� Negara (PPpN) was proposed to investigate stakeholders' knowledge, behaviour and attitude of SD concept as well as the factors that intervene the integration of SD concept in Chemistry curriculum of PPpN. PPpN was selected as a case study because there has been little research conducted to seek gifted children views on ESD. Besides that, it is the first gifted education centre in Malaysia, which offers Chemistry curriculum for students from age range 13 to 17. Gifted students are individuals with natural, intellectual, creative and socio- affective ability to handle complex problem in an easier way. Learning chemical theories and facts alone not able to raise students' capability with sustainable development issues. Addition of more society-oriented approach by concerning environment, social and economy aspects in conjunction with traditional content across Chemistry curriculum may aid in understanding of SD concepts. © 2017 IEEE.
date: 2018
publisher: Institute of Electrical and Electronics Engineers Inc.
official_url: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055429294&doi=10.1109%2fWEEF.2017.8467107&partnerID=40&md5=3ab6534ecbfa75dd948b6e8681098d45
id_number: 10.1109/WEEF.2017.8467107
full_text_status: none
publication: Proceedings - 2017 7th World Engineering Education Forum, WEEF 2017- In Conjunction with: 7th Regional Conference on Engineering Education and Research in Higher Education 2017, RCEE and RHEd 2017, 1st International STEAM Education Conference, STEAMEC 201
pagerange: 303-308
refereed: TRUE
isbn: 9781538615232
citation:   Kanapathy, S. and Lee, K.E. and Mokhtar, M. and Sved Zakaria, S.Z. and Sivapalan, S. and Zahidi, A.M.  (2018) The integration of sustainable development concept in Chemistry curriculum: A conceptual framework for the case of Pusat PERMAT Apintar� Negara.  In: UNSPECIFIED.