Prospective Chemists’ and Pre-service Chemistry Teachers’ Views about Science-Technology-Society (STS) Issues/Stavovi budućih kemičara i budućih nastavnika kemije o problemima znanstveno-tehnološkog društva (ZTD)

2014 ◽  
Vol 16 ◽  
Author(s):  
Bülent Pekdağ
Keyword(s):  
University Students ◽  
Science And Technology ◽  
Chemistry Teachers ◽  
Written Responses ◽  
Science Technology Society ◽  
Science Technology ◽  
Research Questions

AbstractThe present study aims to investigate the views of prospective chemists and pre-service chemistry teachers about science-technology-society (STS) issues, attempting to examine the differences between these views. A questionnaire that included 4 open-ended questions was distributed to 67 senior university students to determine what their views were on STS issues. The data was collected from the students written responses to the open-ended questions. The data gathered from the two groups of students was analyzed qualitatively from the perspective of responding to the research questions. It was observed that while prospective chemists mostly defined science from epistemological and philosophical perspectives, pre-service chemistry teachers frequently explained science from epistemological and pedagogical perspectives. The results revealed that the meanings of science and technology in the minds of the students in both groups showed some important differences in this sample. Additionally, students in both groups stated that science and technology affected society both negatively and positively.Key words: science-technology-society (STS); prospective chemists; pre-service chemistry teachers---SažetakCilj ovoga rada bio je istražiti stajalita budućih kemičara i budućih nastavnika kemije o problemima znanstveno-tehnolokog drutva (ZTD), s pokuajem razmatranja razlika u njihovim stajalitima. Upitnik koji se sastojao od 4 pitanja otvorenoga tipa podijeljen je skupini od 67 studenata u viim godinama studija kako bi se odredila njihova stajalita o problemima ZTD-a. Podatci su prikupljeni iz odgovora studenata na pitanja otvorenoga tipa. Podatci koji su prikupljeni od dviju skupina studenata analizirani su kvantitativno iz perspektive odgovora na zadana pitanja. Uočeno je da budući kemičari uglavnom definiraju znanost iz epistemoloke i filozofske perspektive, a budući nastavnici kemije učestalo objanjavaju znanost iz epistemoloke i pedagoke perspektive. Rezultati su otkrili da se značenje znanosti i tehnologije kod studenata iz obje skupine u proučenom uzorku bitno razlikuju. Nadalje, studenti u obje skupine ustvrdili su da znanost i tehnologija utječu na drutvo na negativan i pozitivan način.Ključne riječi: znanstveno-tehnoloko drutvo (ZTD); budući kemičari; budući nastavnici kemije

scholarly journals Exploring Effects of Science-Technology-Society Instructional Approach as an Innovation in Improving Learners’ Interest in Chemistry

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Benson Ikechukwu Igboanugo
Keyword(s):  
Treatment Group ◽  
Education Programme ◽  
Control Group ◽  
Instructional Approach ◽  
Control Group Design ◽  
Chemistry Instruction ◽  
Science Technology Society ◽  
Science Technology ◽  
Significant Difference ◽  
Research Questions

Continuous dwindling in learners’ interest in chemistry is a threat to global development. The abstract nature of chemistry and other factors are capable of damping the interest of the learner during instruction which can mar the realization aims and objectives of chemistry instruction.  The learning environment is shaped by the instructional approaches adopted by the teacher. Thus, the use of innovative instructional approach capable of making the learning experiences relevant to the learner, build and sustain the interest in the learner during chemistry instruction becomes very imperative. This study investigated Science-technology-society (STS) instructional approach as an innovation in improving learners’ interest in chemistry. The study was conducted using senior secondary school 2 chemistry learners in Onitsha Education zone of Anambra state, South-East of Nigeria. The study adopted quasi experimental design of the pretest posttest non equivalent control group design. Two research questions and two hypotheses guided the study. Three hundred and ten students from purposively sampled twelve coeducational public secondary schools were used for the study. Six schools were randomly assigned to the treatment group while the remaining six assigned to the control group. The treatment group was taught electrolysis using Science-technology-society instructional approach while the control group was taught the electrolysis using the conventional instructional approach. Validated Chemistry Interest Inventory (CII) was used to collect data for the study. The CII had reliability index of 0.93. The mean score and standard deviation were used to answer the research questions while analysis of variance (ANCOVA) was used to test the hypotheses at 0.05 level of confidence. The study revealed among other things that there was significant difference in the interest mean scores of learners taught chemistry using Science-technology-society instructional approach and those taught chemistry using conventional instructional approach. From the findings of the study, the following recommendations among others were made: Chemistry teachers should adopt STS instructional approach in teaching and learning chemistry and use of STS instructional approach should included in chemistry teacher education programme

scholarly journals TURKISH TEACHERS’ OPINIONS ABOUT SCIENCE-TECHNOLOGY-SOCIETY-ENVIRONMENT ACQUISITIONS IN SCIENCE AND TECHNOLOGY COURSE CURRICULUM

2014 ◽  
Vol 13 (2) ◽  
pp. 216-230
Author(s):  
Dilek Erduran Avci ◽  
Nazmiye Sadiye Onal ◽  
Muhammet Usak
Keyword(s):  
Key Words ◽  
Science And Technology ◽  
The Other ◽  
Structured Interviews ◽  
Science Technology Society ◽  
Science Technology ◽  
Other Hand ◽  
Teacher Opinions ◽  
Awareness Level ◽  
Technology Course

The purpose of this study is to examine teacher opinions about science-technology-society-environment (STSE) acquisitions in Turkish Science and Technology Course Curriculum (TSTC). For this purpose, semi-structured interviews were performed with teachers. The participants were addressed questions about their awareness of STSE acquisitions and their in-class activity about these acquisitions. Learning fields of the teachers, the contents of these fields and the opinions of the teachers about STSE pointed out that their awareness level about STSE acquisitions was low. On the other hand, most of the teachers stated that there was enough and comprehensible information about STSE acquisitions in TSTC. The results of this study revealed that most of the teachers were not able to realize these acquisitions in the courses because of a lack of time or equipment and overcrowded classes. Key words: science and technology course curriculum, science-technology-society-environment acquisitions, teacher opinions.

scholarly journals Contribuições do campo ciência, tecnologia e sociedade para a disseminação do conhecimento

2017 ◽  
Vol 21 (1) ◽  
Author(s):  
Luciléia Aparecida Colombo ◽  
Marcelo Fetz
Keyword(s):  
Science And Technology ◽  
Academic Environment ◽  
Technology And Society ◽  
Center Stage ◽  
Science Technology Society ◽  
Science Technology ◽  
Over Time

Os estudos de Ciência, Tecnologia e Sociedade são recentes no Brasil, mas vêm encontrando um espaço crescente no meio acadêmico, devido à sua importância no que concerne à capacidade de estabelecimento de diálogos com diversas áreas do conhecimento. As constantes transformações na sociedade, com a complexidade das demandas sociais, alinhadas com modificações na ciência e na tecnologia foram decisivas para que o campo CTS adquirisse protagonismo ao longo do tempo. Este dossiê tem a incumbência de contribuir para o debate, no qual apresentamos artigos com uma multiplicidade de áreas do conhecimento, delineando um espaço privilegiado de interdisciplinaridade. Justifica-se, sobretudo, porque a partir desta iniciativa, outros pesquisadores poderão contribuir com o debate, preenchendo e aumentando a construção deste espaço do saber.The studies of Science, Technology and Society are recent in Brazil, but have been finding an increasing space in the academic environment, due to its importance in the capacity to establish dialogues with several areas of knowledge. The constant transformations in society, with the complexity of social demands, aligned with changes in science and technology were decisive for the CTS field to take center stage over time. This dossier has the task of contributing to the debate, in which we present articles with a multiplicity of areas of knowledge, outlining a privileged space of interdisciplinarity. It is mainly justified because from this initiative other researchers can contribute to the debate, filling and increasing the construction of this space of knowledge.Keywords: Science, Technology, Society, Interdisciplinarity.

scholarly journals DESIGNING OF LEARNING ACTIVITY FOR EXPLICATING NATURE OF SCIENCE

2020 ◽  
Vol 4 (2) ◽  
pp. 369-379
Author(s):  
Anggiyani Ratnaningtyas Eka Nugraheni ◽  
Chokchai Yuenyong
Keyword(s):  
Nature Of Science ◽  
Social Issues ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Approach ◽  
Chemistry Teachers ◽  
The Third ◽  
Science Technology Society ◽  
Science Technology ◽  
History Of

This study was aimed at clarifying the learning activities for explicit Nature of Science (NOS) which provide through context based STS (Science, Technology, Society) learning approach. The study followed the 4-D procedure but in this article only was presented up to the third step. These steps included define, design, and develop. The data were gathered through expert judgment by chemistry educator for product revision. The views of the chemistry teacher were explored through a closed-questionnaire that was analyzed by percentage. One of learning activity plan have arranged. The learning activity with context based STS approach consists of 5 stages including identification of social issues/history, identification of potential solution, need for knowledge, decision-making, and socialization and completion decision stage. Chemistry teachers’ view toward the feasibility of learning activity plan was good. The learning activity was developed with topic a history of the Father of Modern Chemistry for grade 10th. The findings show thatt his learning activity is able to help teacher for teaching NOS in classroom and foster students’ NOS through a historical story.

Science, Technology, and Virtues

2021 ◽  
Keyword(s):  
Ethical Dilemmas ◽  
New Technology ◽  
Science And Technology ◽  
Scientific Research ◽  
Modern Science ◽  
Religious Traditions ◽  
Science Technology ◽  
And Behavior

What makes for a good scientist or a good engineer? How does using a new technology or working in a research lab begin to shape our thought and behavior? How can we best anticipate and navigate the ethical dilemmas created by modern scientific research and technology? Scholars across multiple disciplines have begun turning to a surprising resource to address these questions: discussions of virtue that have their roots in ancient philosophical and religious traditions. This volume gathers a number of these perspectives to show how concepts of virtue can help us better understand, construct, and use the fruits of modern science and technology.

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