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Based on the article Malaysian teacher trainees practices on science and the
relevance of science education for sustainability written by Subadrah Madhawa Nair, Abdul
Rashid Mohamed and Nagamah Marimuthu, I can summarize that it is important to educate
trainee teacher in order to make them cooperate and give commitment to achieve
sustainability. In more general terms, sustainability is the endurance of systems and
processes. First of all, in order to transform education and society for sustainable future,
teacher education institutions become as the part of it. It is the teachers duty to produce
sustainable society by changing the ways of their teaching in the class. Students
understanding is important in classroom so that means the teachers role is important to
ensure that happened. Science education become as a medium for sustainability and the
learning of science is not all about the facts or correct explanation but how the students play a
role in science and how by learning science, they can relate it to their everyday life. To fix the
economic, social and environmental issues, the using the scientific knowledge and suitable
technology become crucial. According to Environmental Concern Coalition Blog it states that
scientific knowledge is need in improving the management of environment-development

It is pretty clear that without science, the development cannot happen.

According to Schreiner (2006), how students see themselves, their surrounding and the world
is depend on the spirit, the values and the ideas of a culture. As a result for that the teacher
need to aware that the issues of culture and the world view become an impact for their
teaching. So the teacher needs to change their pedagogy by make the best use of science
content. If the teachers are capable to display the relationship between students everyday life
events and the science lesson in the classroom then the students will develop positive
perspective and awareness. Lots of studies have been done and the results shows that the
teaching and learning style in emergent nation is more on teacher-centered which means that
they care less on students understanding and offer not many chance for student to take
responsibility on what they have learned. The concept that the learned may be useful for their
examination but seems to be useless in everyday life since they only learn for the sake of
examination not for the sake of understanding. Thus they cant apply the concept for the use
of their life. According to Rahman (2000), he recommended that to develop better
understanding and knowledge for more sustainable decision making, the content of science
needs to be reoriented.

From this article, I agree that there is a need to train future educators and make sure
that they compromise their cooperation and commitment to gain sustainability. As a future
educator, it is important to know the right way on how we conduct the class and how to
ensure the student engage in the class. As education become a part for sustainable
development, the function of science education become more important. But since the natural
science only offers important abstract knowledge of the world not how by learning science
can contribute to sustainable development, then the development of interdisciplinary
curricula become the important aspect of re-orienting formal education. The development of
interdisciplinary curricula include to convey the scientific and technological knowledge
whilst, and at the same time being able to emphasize the essential social nature decision and
about how such knowledge will be useful. Thus for a sustainable future, the teacher trainees
must be able to integrate moral value in science curriculum. They must be able to use
different method of teaching and learning style on emphasizing practical activities and the
learner experience. The teacher need to make sure that the student understand what they have
learned and how the knowledge can be apply to solve the problem in their daily life.
This article also highlights that the students culture effect their engagement with
learning. Culture is often considered as one of the pillars of sustainable development since it
is defined as a complex system of values, norms, that construct our relationship with nature
which also means how we use resource to produce, exchange and consume things. Science
also as a part of culture and became important for development of sustainability. We cannot
teach science without considering the ethical values. I agree that the where we live, with who
we live and what is our culture affect our ways of thinking. As a future teacher, we need to be
able to show the relationship between what we teach in the class and how the student can
relate it with their daily life. With that we will be able to help students to develop positive
attitude and awareness. If what they learn is something that they can relate to their everyday
experience and culture, then they will able to learn better. Therefore, the trainees teacher must
be able to use the application of home culture which means that the trainees teacher have the
ability to make the students see the connection between science curriculum to students
various ethnics culture.
The idea that the science curriculum need to re-oriented if we want science become a
part of develop sustainable development is a brilliant idea. Generally students learn all

subjects only for the sake of examination. I believe that they study and only memorize the
concept that will only be asks in the exam. They dont even bother to use that knowledge and
relate it to their daily life. Therefore the teachers need to motivate their student so that the
student will be able to integrate the knowledge that they have learn to handle the problem in
their everyday life. Thus as suggested by Schreiner, the science teaching must be based on
knowledge about students home culture, values, concern, priorities and the understanding of
the students.
The article also highlight on the lack of environmental related studies in Malaysian
school. I also agree with this statement as the research done showed that Malaysian teachers
and students are mostly having insufficient concern, understanding, perspective and
awareness in environmental- related issue. Environmental education in Malaysian curriculum
just only being treated as the topic that students need to study without make them realize the
connection of it with their daily life. Again theres a need to educate the trainees teacher to
increase their level of environmental awareness and make sure that they will be able to use it
when encounter with the real life problem. I also think that the government should play active
role to ensure the development of scientific capacity for sustainable future. Therefore there is
a need to do reinforcement of science education in larger sense of term in all school curricula
at all levels of society.
As conclusion, theres a lot do to make sure that science education be relevance for
sustainability and here the trainees teacher play important role. They need to use various
methods in teaching so that they will be able to show to the student how science education
can be related to their life and not to forget to consider the culture of the students. If the
students home culture and traditional culture embedded into their science class, then their
science learning will be meaningful. Other than that, to make sure science is a part of
sustainability development, the science curriculum should be re-oriented in terms of the
application used. The content in the curriculum should help student to be able to encounter
with their problem in daily life.