Science Education for Citizens: Perspectives and Issues I. Science, Technology and Society: Issues for Science Teachers

1982 ◽  
Vol 9 (1) ◽  
pp. 33-46 ◽  
Author(s):  
P. James Gaskell
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Technology And Society ◽  
Science Technology

scholarly journals Science Teachers’ Perspectives on Science-Technology-Society (STS) in Science Education

2010 ◽  
Vol 2 (2) ◽  
pp. 123-157
Author(s):  
Nasser Mansour
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Learning Science ◽  
Science Technology ◽  
Education Data ◽  
Number Of Factors ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Teaching Learning

Research supports the idea that teachers are crucial change agents in educational reform and that teachers’ beliefs are precursors to change. This study investigates Egyptian science teachers’ beliefs about teaching and learning science through Science Technology and Society STS education. Data were collected using a questionnaire. The findings of this study suggest that the Egyptian science teachers hold mixed beliefs (constructivist and traditional) concerning science education goals, their roles and their students’ roles within teaching and learning science through STS and concerning teaching/learning science through STS. The findings shed light on the relationship between teachers’ beliefs and their practises. Lastly, the study revealed a number of factors that caused inconsistency between teachers’ beliefs and their practices.

Science, Technology, and Society (STS) Issues

2014 ◽  
pp. 203-212
Author(s):  
Mohammed Yousef Mai ◽  
Lilia Halim ◽  
Ruhizan Mohammed Yaseen ◽  
T. Subahan M. Meerah
Keyword(s):  
Air Pollution ◽  
Science Education ◽  
Research And Development ◽  
Secondary School Students ◽  
Science Curriculum ◽  
Technology And Society ◽  
School Students ◽  
Science Technology ◽  
Health And Disease ◽  
The Mean

This chapter discusses the results of a survey of secondary school students in Sana'a city regarding Science, Technology, and Society (STS) issues. Firstly, the chapter reviews the literature in order to seek for STS issues that should be infused into the science curriculum in Yemen. Secondly, it reports the results of the survey ranking Science, Technology, and Society issues. A valid and reliable questionnaire containing STS issues is administered to a sample of 418 students from 14 schools in Sana'a city. The results of the study reveal that the most salient issues that must be infused into the science curriculum are human health and disease, water supplies, air pollution, and energy shortages. Comparing the mean scores of males and female students, the results show significant differences in 5 themes. Implications for research and development in science education are discussed.

scholarly journals Salingtemas Approach (Science, Environment, Technology And Society) in Biology Learning

2017 ◽  
Author(s):  
Harmoko
Keyword(s):  
Science Education ◽  
Environmental Education ◽  
Everyday Life ◽  
Education Technology ◽  
The Other ◽  
Technology And Society ◽  
Science Technology ◽  
Biology Learning ◽  
Biology Process

SALINGTEMAS approach is a combination of STS (Science, Technology and Society) and EE (Environmental Education).In abroad, the approach is known as SALINGTEMAS (Science, Education, Technology and Society) otherwise in Indonesia,it is known as SALINGTEMAS. The main characteristic of SALINGTEMAS is learning something based on the problemsand the issues faced by students in everyday life that contains components of science and technology. SALINGTEMAS triesto provide an understanding of the role of the environment on science, technology and society, and the other way. There arefour phases in learning using SALINGTEMAS approach, namely: invitation phase, exploration, suggest of explanations andsolutions as well as take action. In the teaching biology process, this approach is associated with the elements ofenvironment, technology and society integratively. There are so many topics or biological problems that can be solved usingSALINGTEMAS approach

scholarly journals Building a scientific attitude for Islamic elementary school students on Science Education learning based on science technology and society approach

2018 ◽  
Vol 10 (1) ◽  
pp. 73
Author(s):  
Sulthon Sulthon
Keyword(s):  
Elementary School ◽  
Science Education ◽  
Learning Model ◽  
Technology And Society ◽  
Scientific Attitude ◽  
School Students ◽  
School Activities ◽  
Model Based ◽  
Service Programs ◽  
Science Technology

The objectives of this study are to describe the practice of Science Education (IPA) learning at Islamic Elementary School (MI) and to develop the model based on Science Technology and Society (STS/STM) for building certain scientific attitudes. The qualitative approach was employed by searching data on the implementation of IPA learning through direct observation. The data are then analyzed descriptively. The results show that: 1) Science Education learning model based on Science Technology and Society gives students opportunity to conduct IPA process correctly and apply mutual relationship between IPA concept, technological progress, and life in society through five stages: invitation, exploration, explanation, consolidation of concepts or follow-up, and assessment; 2) Science Education learning model based on Science Technology and Society can build a scientific attitude and behavior of students to be sensitive, have a curiosity attitude, attitudes of proof, flexible attitude, critical attitude, caring attitude towards living creatures and environment, objective, honest, open, and cooperative. To strengthen and solidify the building process of this scientific attitude, it is conducted with a variety of relevant madrasa (school) activities through the habituation of activities beyond programmed science learning which include: building clean living habits in the madrasa environment; building park; performing reforestation; and fostering environmental sensitivity through community service programs in the village environment.

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