HONGKONG's senior secondary Geography curriculum reveals a strong environmental bias and makes a major contribution to education in that area. However, it appears the aspect which requires the development of students' ability to take part in environmental decision-making, receives relatively less attention from teachers. These are some of the findings released at the ''International Symposium on Curriculum Changes for Chinese Communities in Southeast Asia: Challenges of the 21st Century'', organised by the Department of Curriculum and Instruction of the Chinese University of Hongkong's Faculty of Education. The survey, conducted by Mr John Lee Chi-kin, interviewed 54 Geography teachers from 20 districts in Hongkong on their perceptions of the objectives of the HKCEE Geography syllabus. It showed understanding and application of fundamental geographical concepts was considered by 17 per cent of the respondents as the most important objective. Developing skills related to the collection, analysis and interpretation of data derived from fieldwork, maps, photos, statistics, and written materials, takes second place. About 13 per cent felt the ability of pupils to understand environmental problems and suggested solutions was also an important objective. In contrast, the three objectives which received the lowest rankings were to: Develop a knowledge of some systematic aspects of geography; Identify not only the differences between environments but also the similarities, and being able to explain the observed spatial patterns; and Use data to present information in short answers and reports, develop arguments both orally and in written form and illustrate by drawing maps, diagrams and graphs. ''These results seem to suggest that those geographical objectives pertinent to education about the environment and education in or through the environment are more favoured by the respondents compared with those objectives relating to education for the environment,'' said Mr Lee in his report. The survey showed that teachers believed understanding the environmental system, developing skills and learning to make wise decisions about using the environment should be emphasised in the study of geography. Mr Lee said the component of action and participation in environmental education needed to be emphasised. The introduction of compulsory fieldwork into the senior school Geography curriculum would most likely improve the implementation of education through the environment, he added.