Teacher Education and Process Skills Enhancement in the Science Technology Society Classroom

Teacher education for South African foundation phase education requires student teachers to be prepared for teaching science concepts in an integrated programme in a learning area known as life skills . This study examined the challenges faced by university teachers of foundation phase student teachers in the development of science modules/ courses. The national curriculum for this subject aims to strengthen learner awareness of social relationships, technological processes and elementary science (DBE 2011a). We developed an integrated numeracy, science and technology module for foundation phase student teachers, based on the science-technology-society (STS) approach to teaching science concepts. Students’ understanding of science concepts was assessed, using a project method in which they solved a problem derived from children’s literature. Then students’ views of this integrated approach to teaching science concepts were gathered. The negative views of the foundation phase student teachers towards the integrated STS approach was thought to indicate an empiricist view of the nature of science that could impede their future teaching.

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Science, technology, society, and environment (STSE) and pre-service physics teacher education: Lessons for physics and education faculty

10.1063/1.4937712 ◽

2015 ◽

Author(s):

Katarin MacLeod

Keyword(s):

Teacher Education ◽

Education Faculty ◽

Physics Teacher ◽

Science Technology Society ◽

Science Technology ◽

Physics Teacher Education

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The Effect of Science Technology Society (STS) Learning On Students’ Science Process Skills

Jurnal Ilmiah Peuradeun ◽

10.26811/peuradeun.v7i1.288 ◽

2019 ◽

Vol 7 (1) ◽

pp. 113 ◽

Cited By ~ 1

Author(s):

Ni Putu Laksmi Cintya Dewi ◽

Sri Atun

Keyword(s):

High School ◽

High School Students ◽

Random Sampling ◽

Learning Science ◽

Process Skills ◽

School Students ◽

Science Process Skills ◽

Science Technology Society ◽

Science Technology ◽

Quasi Experimental

This study aims to determine the effect of the application of Science Technology Society (STS) learning in high school students of class XI IPA. This research is a quasi-experimental research using posttest only design. The sample used is 64 students from Senior High School in Bantul district, Yogyakarta. Samples were obtained using purposive random sampling. Data were collected using posttest value to determine the effect of Science Technology Society (STS) learning and using Student Worksheet to know student ability. The data were analyzed by using ANOVA. The results showed that Science Technology Society (STS) study had significant effect, with a significance value 0,043 (p<0,05). Based on these studies, it can be concluded that the learning Science Technology Society (STS) influential in students’ science process skills.

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