Science Technology Society Research Articles

BIOTECHNOLOGICAL TEACHING LEARNING PROCESS WITH SCIENCE TECHNOLOGY SOCIETY APPROACH ERGONOMICS-BASED INCREASES LEARNING OUTCOME AND LEARNING ACHIEVEMENT STUDENTS OF IKIP SARASWATI TABANAN

ABSTRACTTo identifying whether biotechnological teaching learning with Science Technology Society approach Ergonomics-Based (STMBE) could improve the learning outcome and the students’ learning achievement. Methods: This is a randomized pre-and post-test control group design and involved 16 samples from the control group and another 16 samples from the experiment group. All data obtained was then statistically analyzed by employing t group test and Mann-Whitney at 5% significant levels. Results: The results showed that the biotechnological teaching learning using STMBE approach applied to the experimental group could increase the learning outcome viewed from the facts that the musculoskeletal complaint went down by 43.68% (p<0.05), that the exhaustion decreased by 34.90% (p<0.05), that boredom dropped by 22.64% (p<0.05), and that the learning activity went up by 42.72% (p<0.05), and that the students’ achievement rose by 43.56% (p<0.05). Conclusion: It could be concluded that the biotechnological teaching learning using STMBE approach could increase the learning outcome and the students’ learning achievement.

Effect of Science Technology Society Approach on Achievement Motivation in Biology of Secondary School Students of Kasaragod District

Education is regarded as the potential instrument for social change and quality of education determined by the effectiveness of teacher and the teaching methods. The present study was conducted to investigate the effectiveness of Science Technology Society approach over activity oriented method of teaching on achievement motivation in Biology of Standard VII th students. True experimental design was used to investigate the present study. A sample of 90 students was selected randomly for the study.45 students were randomly selected to form an experimental group and another 45 were selected randomly for control group. The experimental group was taught through STS approach and the control group was taught through activity oriented method of teaching. The data were collected and analysed with the help of appropriate statistical techniques. The result revealed that STS approach is more effective than Activity oriented method in bringing Achievement motivation among Secondary School students.

Examination of the topic-specific nature of pedagogical content knowledge in teaching electrochemical cells and nuclear reactions

The purpose of this study was to examine experienced chemistry teachers' pedagogical content knowledge (PCK) for two different topics in chemistry to better understand how PCK is specific to topic, including whether all components of PCK are topic-specific and to what degree. To explore the topic-specific nature of PCK, we examined two experienced teachers' PCK using a case study methodology. Multiple data collection strategies were used, including a card-sorting activity, Content Representation (CoRe), semi-structured interviews, observations, and field notes. The data collected were analyzed both deductively and inductively. Results revealed that the teachers used more content-based and teacher-centered instruction to teach electrochemistry, whereas their instruction was less teacher-centered, and included Science–Technology–Society–Environment discussions and implicit NOS instruction to teach nuclear reactions. The teachers also varied in the extent of their knowledge of learners and curriculum in comparing their PCK for each topic. In regard to assessment, the teachers' assessment practices were at the general PK level; they lacked topic-specific PCK for either topic. We provided recommendations for professional development programs, pre-service teacher education programs, and curriculum developers to support teachers in developing topic-specific PCK.

TURKISH PRE-SERVICE TEACHERS’ VIEWS OF SCIENCE-TECHNOLOGY-SOCIETY: INFLUENCE OF A HISTORY OF SCIENCE COURSE

This research is conducted to explore the pre-service teachers’ views of science-technology-society (STS) issues and to investigate the influence of a History of Science (HOS) course on these views. The influence of teaching STS issues through different instructional approaches on the pre-service teachers’ views was also examined. Sample is consisted of 93 pre-service teachers. 11 adapted items of Views of Science-Technology-Society (VOSTS) questionnaire (Aikenhead, Ryan & Fleming, 1989) were administered. Descriptive and inferential statistics (Wilcoxon Sign-Test) were used to examine and compare pre-service teachers’ pre- and post-test responses. Findings revealed that the HOS course and the instructional approach did not have significant influences on the pre-service teachers’ STS views. Key words: science-technology-society, pre-service teachers, history of science, views of science-technology-society questionnaire.

Penerapan Model Pembelajaran Problem Based Learning dengan Pendekatan Sains Teknologi Masyarakat untuk Meningkatkan Kualitas Pembelajaran Biologi Siswa Kelas XI.IPA 5 SMA Negeri 1 Karanganyar Tahun Pelajaran 2012/2013Penerapan Model Pembelajaran Problem Based Learning dengan Pendekatan Sains Teknologi Masyarakat untuk Meningkatkan Kualitas Pembelajaran Biologi Siswa Kelas XI.IPA 5 SMA Negeri 1 Karanganyar Tahun Pelajaran 2012/2013

<p>The purpose of this research was to improve quality of biology learning considered by teacher’s performance, utility of facilities in the classroom, classroom climate, student’s scientific attitude, and student motivation to learn in class XI.IPA 5 SMA Negeri 1 Karanganyar academic year 2012/2013. This research was a Classroom Action Research which performed in three cycles. Each cycle consisted of 4 phases; planning, action, observation, and reflection. The data was collected by questionnaire, observation, and interview. Data validation was used triangulation of methods and triangulation of observers. The obtained data were analyzed using descriptive technique. Result of the research showed that according triangulation the average percentage for teacher’s performance in pre cycle (63.96%), cycle I (90.21%), cycle II (95.83%) and cycle III (100%); classroom climate pre cycle (70.22%), cycle I (86.43%), cycle II (83.30%) and cycle III (84.65%); student’s scientific attitude pre cycle (69.31%), cycle I (76.20%), cycle II (77.61%) and cycle III (83.45%); and student motivation to learn pre cycle (67.01%), cycle I (70.33%), cycle II (73.97%) and cycle III (77.69%); utility of learning facilities in the classroom have been optimally. The results showed that the average percentage quality of biology learning aspect such as pre cycle (67.63%), cycle I (80.79%), cycle II (82.68%) and cycle III (86.45%). The quality of biology learning was increase 18.82% from pre cycle to cycle III. Cycles stopped in cycle III because the research target was achieved. The conclusion describes that the implementation of problem based learning with science technology society approach was able to improve the quality of biology learning considered by teacher’s performance, utility of facilities in the classroom, classroom climate, student’s scientific attitude, and student motivation to learn in class XI.IPA 5 at SMA Negeri 1 Karanganyar in academic year 2012/2013.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: Problem Based Learning, Science Technology Society Approach, Quality of Biology Learning</p>

A utilização do laboratório de ciências como espaço alternativo para o ensino de ecologia em uma perspectiva ciência-tecnologia-sociedade (cts)

Apesar de ser uma concepção ultrapassada, a educação tradicional ainda impera nos modelos didático-pedagógicos das escolas brasileiras. Uma perspectiva educacional que visa a superação desse modelo é o enfoque Ciência-Tecnologia-Sociedade (CTS) na escola. O objetivo deste trabalho é demonstrar a possibilidade de realização de atividades práticas, sobre ecologia, no ensino fundamental, em perspectiva CTS. Para tanto, esta pesquisa qualitativa, do tipo estudo de caso, teve como público-alvo 44 alunos do 6º ano do ensino fundamental de uma escola municipal de Florianópolis/SC, com a execução, observação e avaliação de duas atividades práticas, em perspectiva CTS, sobre ecologia. Em relação a atividade prática 1 - “Diário de bordo do desenvolvimento dos fungos” - a maioria dos alunos explicaram o surgimento de fungos no pão devido a anaerobiose e umidade e identificaram a presença de três tipos de fungos. Em relação à atividade prática 2 - “Observação de decomposição da matéria orgânica” - a grande maioria afirmou que a matéria orgânica decomposta pelos fungos pode ser utilizada como um adubo orgânico. Ao fim das duas atividades práticas, a maioria dos alunos concluiu que os fungos são importantes para a indústria alimentícia, farmacêutica e como decompositores de matéria orgânica, demonstrando compreender o tema estudado para além de um conteúdo científico; articulando-o com a tecnologia e a vida em sociedade, objetivos estes da perspectiva CTS.

Shifting Currents: Science Technology Society and Environment in Northern Ontario Schools

The focus is on the practices of secondary science teachers in rural, resource-extraction-based communities in the boreal region of northern Ontario, Canada. In 2008 the Ontario Ministry of Education mandated that science teaching and learning should bring to the forefront consideration of the impacts of science on society and environment, and include environmental education; topics that are particularly pertinent given the location(s) of the study in logging and mining towns. Three years after the introduction of that curriculum the researcher investigates the extent to which the mandated changes have entered teacher practice. The study consists of a survey, (n= 26), interviews (n=7) and a closer exploration of the collaboration between two teachers who work towards including social and environmental issues in their lessons. Findings provide evidence that secondary science teachers are shifting toward a stronger emphasis issues of society and environment in their practice, however teachers identified a number of concerns including an information gap, developing new lessons, program planning, assessment, and teaching in the North. A theoretical framework developed by Pedretti and Nazir was used in the analysis of the teacher collaboration. Recommendations are for professional development to specifically address the concerns raised by the teachers; as well, changes are suggested to the theoretical framework to include a stronger emphasis on environmental education.

Ageing and Climate Change: A Society-Technology-Design Discourse

ABSTRACTThis paper considers the twin forces of an ageing population and climate change effects in the context of global warming. Inclusive and Sustainable Design approaches respectively attempt to respond to one but not both of these phenomena, producing ‘unsustainable inclusivity’ and ‘deterministic sustainability’ outcomes. Both produce counterfactual, even perverse, social and environmental effects, including the failure of design and other standards and guidance to produce the desired benefits. By drawing on the author's empirical research on sustainable urban environment and transport projects, a science-technology-design conceptual approach is explored in order to bridge these design and society-nature divides by integrating inclusive/human-centred and environmental/sustainable design fields. The paper suggests Science Technology Society (STS) studies rather than fragmented design specialisms as an alternative perspective to address these wicked problems.

Student Views of Teacher Actions in Science Classrooms Designed to Meet Current Reforms

Science/Technology/Society (STS) as a reform effort has been active in Iowa for three decades. A program called Iowa Chautauqua has evolved over the four decades to promote K-12 STS teaching in Iowa’s 300 school districts. This is a study of how teachers have become Teacher Leaders of the reforms and lead other teachers who enroll as new teachers and schools each New Year. All were involved with Action Research projects each year while also assisting graduate student teams who serve as research associates. In this study, students were asked to identify specific teacher actions that were designed to make student learning more successful. The study examines general student views of teacher actions as well as specific examples of how students interact with the teacher and how the teachers encourage greater student/student involvement. The results show success with STS and how it defines science and affective actions of teachers in classrooms. Student views of Teacher Leaders, new Chautauqua teachers, and Control Teachers with no STS or Chautauqua experiences provide ways of recognizing successes of current reform efforts.

Improving Epistemological Beliefs and Moral Judgment Through an STS-Based Science Ethics Education Program

This study develops a Science-Technology-Society (STS)-based science ethics education program for high school students majoring in or planning to major in science and engineering. Our education program includes the fields of philosophy, history, sociology and ethics of science and technology, and other STS-related theories. We expected our STS-based science ethics education program to promote students' epistemological beliefs and moral judgment development. These psychological constructs are needed to properly solve complicated moral and social dilemmas in the fields of science and engineering. We applied this program to a group of Korean high school science students gifted in science and engineering. To measure the effects of this program, we used an essay-based qualitative measurement. The results indicate that there was significant development in both epistemological beliefs and moral judgment. In closing, we briefly discuss the need to develop epistemological beliefs and moral judgment using an STS-based science ethics education program.

Middle School Science and Items of High School Entrance Examination: Examining the Gap in Turkey

Abstract This study presents findings from an analysis of the Turkish Science and Technology Curriculum Guidelines and their alignment to the university entrance examination. The analysis of the Science and Technology Curriculum focused on various related aspects: content areas and learning outcomes in terms of scientific process skills, science technology society and environment, attitudes and values, and cognitive objectives. The level determination examination (LDE) questions, which would allow for enrollment at elite high schools and would inevitably affect middle school students’ university choices, were analyzed in an alignment study regarding the contents of the science and technology program. In order to investigate the relationship between high school science teaching and high school entrance examination, all relevant documents were analyzed by ten science teachers, who have been teaching science and technology courses at middle schools and are concurrently doctoral students at the science education department. The results indicated that the LDE questions and standards were not fully aligned because the first two alignment criteria have a high consistency while a range of knowledge and balance of representation criteria have a low consistency.

Socio-Scientific Issues in Health Contexts: Treading a rugged terrain

The science–technology–society agenda has evolved over time to meet emerging educational aims in the light of changes in society and the environment. There is increasing emphasis on students' decision-making on socio-scientific issues (SSIs) not only to highlight the intricate relationships between science, technology, society, and the environment, but also to allow students to incorporate multiple viewpoints into the development of critical reasoning and responsible citizenship. Most research emphases have been on the rationality of reasoning rather than on the internal psychological context that underpins reasoning. This paper explores how these various aspects of reasoning interact in decision-making on SSIs in health contexts through case studies of recent issues in this field. The case studies reveal the negotiation of multiple influences in addressing SSIs in health contexts and the potential interactions between the psychological processes of individuals, science, and sociocultural perspectives. A tentative model to address these interactions emerges from this explorative study and has implications for the use of health-related issues in promoting SSI education.

Examination the Effect of Science Fiction Films on Science Education Students’ Attitudes Towards STS Course

The purpose of this study is to find how science fiction films affect science education students’ attitudes towards STT (Science Technology Society) course. In addition science students’ opinions were sought in order to determine their thoughts to the use of this kinds of film in science courses.A questionnaire regarding students’ attitudes towards STS course conducted to second grade students from Mersin University Science Teacher Education department as pre and post test and open ended questions were administered to assess their opinions. Students worked with grouped of 2-3 person and each group chose a science fiction film. They asked to critique selected films in order to determine how science and technology was used and how these usage affect on society in that films. Each group wrote a report and create a powerpoint presentation to explain their findings. Qualitative and quantitative data analysis were used for data analysis. As a result of pre- and post tests analysis, it was found that application of science fiction films in STS course changed students’ attitudes positively. In addition it was also determined that students’ have positive thoughts about using these kinds of film in science course.

Ensino de ciências no ensino fundamental por meio de temas sociocientíficos: análise de uma prática pedagógica com vista à superação do ensino disciplinar

Este artigo apresenta resultados de pesquisa que apontam como uma abordagem de tema sociocientífico no ensino de ciências propicia aos alunos relacionarem conhecimento científico com situações de sua vivência. A experiência foi desenvolvida em aulas de ciências naturais de uma turma do oitavo ano do Ensino Fundamental de uma escola pública do Distrito Federal. A abordagem temática visou explorar relações Ciência-Tecnologia-Sociedade (CTS) e foi desenvolvida seguindo orientações de adoção de situação de estudo e de temas geradores recomendadas na literatura de ensino de ciências. A análise dos dados sugere que estudantes que não estabeleciam vínculos entre conhecimento científico e o seu contexto de vida, passaram a perceber tal articulação após a introdução de um tema sociocientífico. Além disso, observou-se um maior interesse e participação dos alunos durante as aulas, acompanhados de uma maior compreensão do conteúdo científico explorado.

Toward a New Folkloristics of Health

Folk medicine has fallen under the purview of folkloristics since the latter’s prehistory in the seventeenth-century writings of John Aubrey; nevertheless, the field has long been relegated to subordinate status and rarely considered as a source of new disciplinary perspectives. Although folklorists now contribute to contemporary medical debates, research on health has seldom gained the visibility in folklore studies that it has enjoyed recently in anthropology, sociology, and science-technology-society (STS) studies. Here I point to some of the historical strengths of the field of folk medicine and suggest how they can resonate with research advances in these other fields. Rather than advocating that folklorists follow other disciplinary leads, this article proposes a framework and methodology for overcoming entrenched assumptions and tackling the complex ethnographic and analytic work that would be required to develop a comprehensive folkloristics of health.

An Exploration of the Potential Impact of the Integrated Experiential Learning Curriculum in Beijing, China

This study examines the effectiveness of the Integrated Experiential Learning Curriculum (IELC) in China. This curriculum was developed to engage Chinese elementary students in science to cultivate a scientifically literate society by focusing science instruction on practical applications of scientific knowledge. Cornerstones of the approach adopted are scientific inquiry and Science–Technology–Society instruction. An experimental IELC (n = 7 teachers; n = 201 students) group and control non-IELC (n = 6 teachers; n = 184 students) group of elementary teachers and students were studied to determine whether significant differences could be found over a one-year intervention period. Pre- and post-measures were used to track teachers' attitude about teaching science and student attitude about science as well as student citizenship beliefs. Additionally, post-measures of student attitude toward the learning environment and teacher quality classroom observations were made of both teacher groups. Sequential (or hierarchical) ordinary least-squares regression analyzes were conducted to investigate which factors influenced teacher attitudes about the initial three outcome measures investigated (i.e. teacher attitude about teaching science, student attitude about science, and student citizenship beliefs), an independent t-test was conducted to investigate differences in student attitude toward the learning environment, and descriptive statistics were used to investigate teacher quality across the two groups. Based on the findings, the IELC has shown promise for improving teachers' attitudes about teaching science and their teaching quality. When considering student measures, the IELC (1) improved students' attitude toward science, (2) their citizen beliefs, and (3) their attitudes about the learning environment.

Student Understanding of Scientific Hypotheses, Theories & Laws: Exploring the influence of a non-majors college introductory Biology course

Although an important part of scientific literacy, most students hold misconceptions regarding the nature of science (NOS). We investigated the influence of a nonmajors' introductory biology course on college students' understanding of NOS in the context of instructor's NOS conceptions and instructional practices. Five instructors and 287 students were administered Views on ScienceTechnol ogySociety (VOSTS) questionnaire. Students took VOSTS as prepost tes t. All instructors and selected students were interviewed to corroborate VOSTS responses. Selected class sessions of all instructors were video recorded and transcribed to document instructional styles and communication of NOS. Results indicate that in some areas of NOS the course impacted the students negatively, in others there was no impact, while in still others the impact varied by instructor. Whether negative or positive, several instances indicate that the course did impact student understanding. Here, we focus on change in student understanding with regard to the relationships and distinctions between scientific hypotheses, theories and laws.

EPISTEMOLOGICAL BELIEFS IN SCIENCE: AN EXPLORATORY STUDY OF LEBANESE UNIVERSITY STUDENTS’ EPISTEMOLOGIES

Beliefs about the nature of knowledge and knowing have been investigated extensively in educational and developmental psychology research. Hofer’s framework on personal epistemology is adopted in the present study for assessing Lebanese university students’ epistemologies of science. Participants were 213 students in their first year of science-related studies at a private university in Beirut. Two instruments were used for data collection: The science-focused epistemological beliefs questionnaire (Hofer, 2000) and an 8-item instrument adapted from the modified version of the “Views on Science–Technology–Society” (Dogan & Abd-El-Khalick, 2008), and an additional item developed by the authors. Thirty students were purposively selected for completing the second instrument followed by a semi-structured interview. Data analysis yielded the following assertions regarding students’ epistemologies of science: (1) Scientific knowledge is liable to change; (2) the source of scientists’ knowledge is inherent to human’s construction, whereas the source of personal knowledge is independent from human subjectivity and based on external authority; (3) scientific knowledge is proven and validated through the concerted effort of scientists; and (4) absolute truth cannot be attained because of the lack of means to access knowledge. Findings highlighted the need to foster an academic culture that promotes students’ epistemologies and explicitly addresses the nature and processes of science in curricula and instruction.

Biology teachers’ perceptions about Science-Technology-Society (STS) education

When what is necessary to learn changes in a short time, it becomes much more difficult to know what should be taught and how it should be taught. Currently it is still difficult to implement student-centred strategies in the classroom. Through this study we sought to diagnose the difficulties, advantages and perceptions that biology teachers experience when conceiving and implementing Science-Technology-Society (STS) strategies in 12th grade classes at secondary education level. Four semistructured interviews were conducted with secondary biology teachers. Despite the difficulties found, the advantages, in particular the motivation and the involvement of the students that this teaching perspective enables, lead the teacher to continue developing and implementing STS strategies.

Creating young scientists through community science projects

This research aimed to develop an STS-based learning unit on biological control to enhance scientific inquiry capability of secondary school students through community science projects. It was framed by the science-technology-society (STS) teaching approach, and focused on collaboration between individual students, peers, teachers, agriculturists, and local experts. Students were assessed for their scientific inquiry ability at the beginning and the end of the learning process using five instruments: experimental skill test, students’ laboratory reports, students’ science projects, semi-structured interview and classroom observation. The results showed that the STS-based learning unit on biological control helped students gain significant improvement in scientific inquiry. They were able to apply and integrate the scientific knowledge learned in both classroom and field studies to help solve agricultural problems in their own communities. Moreover, this learning unit encouraged students’ skills in solving problems in other situations.