Teaching and Learning with STS
A Case of Preservice Science Teachers
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The purpose of this study was to determine the impact of an Science-Technology-Society (STS) course for preservice science teachers. The course was designed to change not only preservice science teachers attitudes toward science, scientists and science courses, but also the awareness and use of STS/Constructivist approaches in teaching. Both qualitative and quantitative research methods were used with and a one-group pretest-posttest design. The major findings for the study include the following:1.Preservice science teachers showed significantly growth over the semester in their perceptions co...
The purpose of this study was to determine the
impact of an Science-Technology-Society (STS) course
for preservice science teachers. The course was
designed to change not only preservice science
teachers attitudes toward science, scientists and
science courses, but also the awareness and use of
STS/Constructivist approaches in teaching. Both
qualitative and quantitative research methods were
used with and a one-group pretest-posttest design.
The major findings for the study include the
following:
1.Preservice science teachers showed significantly
growth over the semester in their perceptions
concerning STS/Constructivism, beliefs about science
teaching and learning, and attitudes toward science
and technology, and their implications for society.
2.Preservice science teachers gain in understanding
of how students learn with STS/Constructivist
approaches.
3.Preservice science teachers showed statistically
significant growth toward an STS/Constructivist
philosophy of science teaching and learning in terms
of student actions in the classroom, as well as
their increased understanding of science processes
and content.
impact of an Science-Technology-Society (STS) course
for preservice science teachers. The course was
designed to change not only preservice science
teachers attitudes toward science, scientists and
science courses, but also the awareness and use of
STS/Constructivist approaches in teaching. Both
qualitative and quantitative research methods were
used with and a one-group pretest-posttest design.
The major findings for the study include the
following:
1.Preservice science teachers showed significantly
growth over the semester in their perceptions
concerning STS/Constructivism, beliefs about science
teaching and learning, and attitudes toward science
and technology, and their implications for society.
2.Preservice science teachers gain in understanding
of how students learn with STS/Constructivist
approaches.
3.Preservice science teachers showed statistically
significant growth toward an STS/Constructivist
philosophy of science teaching and learning in terms
of student actions in the classroom, as well as
their increased understanding of science processes
and content.
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