Abstract
Science, Technology and Society (STS) issues encompass social dilemmas with conceptual or technological links to science. Investigating the ranking STS issues that given by secondary school students and their teachers in Yemen is the major aim of this paper. It reviews the literature in order to seek for STS issues that should be infused in physics curriculum in Yemen. Then, it reports the results of the survey that measure the ranking of Science, Technology and Society issues. A valid and reliable questionnaire containing STS issues is administered on a sample of 465 students and 34 teachers from 15 schools in Sana’a city. The results of the study revealed that human health and disease, water supplies, air pollution, and energy shortages are the most important issues that should be infused in physics curriculum in Yemen. When the mean scores of students and teachers were compared, the results showed no significant differences. Implications for research and development in science education are discussed.
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