Malaysian teacher trainees' practices on science and the relevance of science education for sustainability

Abstract

Purpose -The purpose of this paper is to investigate the practice of teacher trainees on science and the relevance of science education. The study focuses on teacher trainees' practice on science teaching and its relevance to understanding science education. Design/methodology/approach -The study employed a survey method using questionnaires. The samples consist of 80 teacher trainees, majoring in Science Education, from a teachers training institute in Malaysia. The teacher trainees were asked to complete a set of questionnaires on the relevance of their content knowledge of science to Science Education, application of student's home culture in classroom science and in infusing moral education in classroom lessons. The data obtained from the questionnaires were analyzed using descriptive statistical and inferential statistical (independent samples t-test). Findings -The results showed that the female trainees' practice of science and the relevance of science education is significantly higher than that of their male counterparts. Besides that, the findings indicate that there is no significant difference between the male and female trainees on their practices of students' home culture applied in classroom science and applying moral education in teaching science. The findings also indicated there is a need to bring in students' home culture into the teaching and learning of science. Practical implications -Findings of this paper suggest one approach that could be adopted to make science education more relevant to the students understanding is by incorporating teaching strategies that are designed to promote content learning through a cultural relevant curriculum. This will make schools a better place to inculcate environmental concerns for a sustainable future. Originality/value -This paper highlights the need to educate trainee teachers (male and female) and bring them closer to gain cooperation and commitment to achieve sustainability. The paper also proposes the need to bring in students' home culture, priorities and concern into the teaching and learning of science.

Environmental Education in Pre-Service Teacher Training: A Literature Review of Existing Evidence

“…The incorporation of ESD into the curricula of preservice teacher training ensures the promotion of sustainability amongst future citizens. This education could be promoted through the teaching of science (Madhawa Nair, Rashid Mohamed, & Marimuthu, 2013), scientific experimentation (Karpudewan, Ismail, & Mohamed, 2009) and initiatives (Henze, 2000) related to Agenda 21 (UN, 1992). However, a case study conducted in five faculties of education in Manitoba Canada noted that, despite the relevant efforts made for the integration of this education into pre-service teacher education institutions, ESD has been poorly incorporated into the curriculum (Falkenberg & Babiuk, 2014).…”

The Challenge of Greening Religious Schools by Improving the Environmental Competencies of Teachers

“…Strategies to improve environmental education in society should be carried out with the effective support of teachers (Bregeon et al, 2008), or new generations will not transform their mind-sets and take up a respectful attitude to nature (Madhawa Nair et al, 2013). Teachers' environmental knowledge plays a key role in developing the environmental competencies of their students (Mat Said et al, 2003;Guven and Sulun, 2017).…”

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“…There are four countries that elaborated on this sustainability dimension; Europe by Roorda [14] and Manuel et al [23], the USA by Anthony [18] and Velazquez, Munguia, Platt and Taddei [19], China by Hongwei et al [26] and Malaysia by Wilfredo and Crystal [2], Omidreza et al [4], Rosazman and Velan [13]. On the other hand, Nair et al [3] found that there are needs to educate trainee teachers (male and female) to achieve sustainability in science education.…”

“…Keoy, Fadzil and Masnizan [1], Wilfredo and Crystal [2] and Nair, Mohamed and Marimuthu [3]. Additionally, authors identified ten articles that highlighted on sustainable development in Malaysian Research University such as by Omidreza, Elias, Osman and Kamariah [4], Zuhairuse et al [5], Gobi and Rafee Majid [6], Omidreza [7], Mohd, Nur, Muhammad, Ismar and Adi [8], Wan Nur'ashiqin et al [9], Ahmad, Mohammad, Hayati, Hasimah and Masilah [10], Norfadillah, Halimanton and Kamariah [11], Kwami, Che-Ani, Tawil and Basri [12], and Rosazman and Velan [13].…”