The development of an alternative in-service programme for Korean science teachers with an emphasis on science-technology-society

2002 ◽  
Vol 24 (10) ◽  
pp. 1021-1035 ◽  
Author(s):  
Jungil Cho
Keyword(s):  
Science Teachers ◽  
Science Technology Society ◽  
Science Technology

Spanish Secondary-School Science Teachers’ Beliefs About Science-Technology-Society (STS) Issues

2012 ◽  
Vol 22 (5) ◽  
pp. 1191-1218 ◽  
Author(s):  
Ángel Vázquez-Alonso ◽  
Antonio García-Carmona ◽  
María Antonia Manassero-Mas ◽  
Antoni Bennàssar-Roig
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
School Science ◽  
Secondary School Science ◽  
Science Technology Society ◽  
Science Technology ◽  
Teachers Beliefs

Turkish Pre‐Service Science Teachers’ Views on Science–Technology–Society Issues

2007 ◽  
Vol 29 (3) ◽  
pp. 331-348 ◽  
Author(s):  
Bugrahan Yalvac ◽  
Ceren Tekkaya ◽  
Jale Cakiroglu ◽  
Elvan Kahyaoglu
Keyword(s):  
Science Teachers ◽  
Service Science ◽  
Science Technology Society ◽  
Science Technology

scholarly journals Development of Grade 10 Students’ Scientific Argumentation through the Science-Technology-Society Learning Unit on Work and Energy

2019 ◽  
Vol 9 (3) ◽  
pp. 428 ◽  
Author(s):  
Jirutthitikan Pimvichai ◽  
Khajornsak Buaraphan ◽  
Chokchai Yuenyong
Keyword(s):  
Decision Making ◽  
Secondary School ◽  
Science Teachers ◽  
Service Science ◽  
Scientific Argumentation ◽  
Research Participants ◽  
Science Technology Society ◽  
Science Technology ◽  
Informal Interview ◽  
Work And Energy

This study aims to examine the effect of Science-Technology-Society (STS) learning unit on the Work and Energy topic in developing grade 10 students’ scientific argumentation. The research participants were 20 grade 10 students at one secondary school located in Khon Kaen province, the Northeastern region of Thailand. The students’ tasks, discourse and informal interview were collected and interpreted according to the Toulmin’s Argument Pattern (TAP) framework. The findings revealed that the STS learning unit on Work and Energy could promote the participating students’ scientific argumentation. That is, the students could generate more quality and effective scientific argumentation according to the TAP framework. There was a high number of quality scientific argumentation regarding Warrants, Qualifiers and Backing especially in the Decision Making and Socialization stages of STS approach. Also, the students normally applied their scientific understanding in creating their Grounds. The implication of this study in designing the appropriate STS workshop for training in-service science teachers to be able to understand about the STS approach and how to apply the STS approach in helping their students develop scientific argumentation.

scholarly journals Examination of the effects of STEM education integrated as a part of science, technology, society and environment courses

2016 ◽  
Vol 13 (3) ◽  
pp. 3684 ◽  
Author(s):  
Bekir Yıldırım ◽  
Mahmut Sevi
Keyword(s):  
Renewable Energy ◽  
Science Teachers ◽  
Stem Education ◽  
Prospective Teachers ◽  
Renewable Energy Sources ◽  
Energy Resources ◽  
Renewable Energy Resources ◽  
Science Technology Society ◽  
Science Technology ◽  
Teachers Attitudes

This study was carried out to determine the view of prospective teachers with regard to STEM education given in Science, Technology, Society and Environment course and the effects of STEM education on prospective teachers’ attitudes towards renewable energy sources and awareness of environment problems. The study was carried out in 2014-2015 academic year with 76 prospective science teachers. In the study, mixed method research design, which employs qualitative and quantitative research methods together, has been used. As a data collection tool “Sensitivity to Environment Problems Scale”, “Attitude Scale for Renewable Energy Resources” and “Semi-structured Interview Form” developed by the researcher were used. Data obtained as a result of content analysis were coded. As a result of analysis of the study, it was determined that prospective teachers’ attitudes towards renewable energy resources were positively affected but there was no change in their level of awareness of environmental problems.

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