Abstract
This study aimed to investigate the effects of making Science, Technology, Society and En-vironment relations on students’ comprehen-sion of chemistry topics through teaching che-mistry using STSE approach at secondary level. The study made use of the research model where pre and post tests were administered to control and treatment groups. The Chemistry Achievement Test (CAT) was used in the study. The sampling consisted of Grade 9 students studying at Anatolian High School and Voca-tional High School. Since the sampling had not been equated, in order to determine students’ logical and spatial thinking skills, they were administered Logical Thinking Skill Test and Mental Rotation test as pretests. Students were chosen randomly to take part in two control and two treatment groups. This experimental study was applied to the treatment group in teaching of “Separation of Mixtures” topic in Grade 9 Chemistry course during a four-week period. Students in the control group were taught through the traditional teaching methods. The data obtained were analyzed through the SPSS Software. As a result of the study, statistically significant increases were observed in the achievement levels of treatment group which received instruction using STSE relations. The change observed in the achievement levels of the control group was not statistically signifi-cant. The difference between the achievement levels of control and treatment groups in the posttests were favoring the treatment groups.
Highlights
In order a country to take steps towards being an information society, changes need to be made in the learning environments
Science could develop as a result of an interaction between technology as the application of theoretical knowledge and requirements created by social needs
This study aims to compare the Chemistry Achievement Test scores of students from different educational institutions (Anatolian High School, Vocational High School), who experienced teaching of chemistry within the STSE approach
Summary
In order a country to take steps towards being an information society, changes need to be made in the learning environments. Society consists of individuals and information is communicated through individuals. Improvement in science would affect technology, society and environment positively or negatively. Science could develop as a result of an interaction between technology as the application of theoretical knowledge and requirements created by social needs. The effects of this improvement have reflected on the teaching of science related courses. The most appropriate educational philosophy that responds to these studies could be explained by the STSE approach
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