Abstract
The objective of this research was to study the outcomes of teaching method based on Science, Technology, Society, and Environment (STSE) in enhancing the nature of science understanding, emphasizing the empirical evidence among 23 pre-service general science teachers at one of Rajabhat Universities in the upper northern region, Thailand. The samples were selected using the purposive random sampling technique from a population of bachelor education program students who enrolled in the second semester in the academic year of 2016. The research instruments consisted of questionnaires and ten learning management plans based on the concept of Science, Technology, Society, and Environment (STSE) emphasizing on empirical evidence covering ten environmental issues in the upper northern region. Such learning managements have steps for students to utilize empirical evidence to create the nature of science understanding. Mean and standard deviation were applied to data analysis, then the results were presented descriptively. The research found that the pre-service teachers had a better understanding of the nature of science after studying with the statistical significance and were satisfied with the implementation of the teaching method.
Highlights
The nature of science is considered as the core of scientific literacy, as can be seen in the identification of science in national and international science education programs
Gathong and S.Chamrat / JPII 8 (3) (2019) 354-360 ce [AAAS], 2009). It becomes the vital goal of science learning which is to encourage students to learn scientific concepts, nature of science understanding, create a link between evidence to create explanations of various phenomena, and lead to the creation of various effects to a society based on morality (Ministry of Education, 2017)
This idea is in accordance with Clough’s (2011) concept that the nature of science helps promote science learning among students since it assists to realize the value of scientific knowledge discovery, create a better understanding of various principles as well as the most essential basis for the nature of science, allow students to seek knowledge on their own, create new knowledge, understand the nature and limitations of science, understand the effect of science including the impact of technology to society (NRC, 1996; NSTA, 1993)
Summary
The nature of science is considered as the core of scientific literacy, as can be seen in the identification of science in national and international science education programs. Gathong and S.Chamrat / JPII 8 (3) (2019) 354-360 ce [AAAS], 2009) It becomes the vital goal of science learning which is to encourage students to learn scientific concepts, nature of science understanding, create a link between evidence to create explanations of various phenomena, and lead to the creation of various effects to a society based on morality (Ministry of Education, 2017). This project aimed to develop science learning to be effective in advancing people’s literacy of science, mathematics and technology, research and documentation with more unequivocal evidence of the nature of science, and promote the knowledge of human science. Allchin (2014) advocated for the strategy that enables immersions and findings a pathway through a complex environment or a highly integrated system of learning, which is more effective
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