The Impact of a Science/Technology/Society Teaching Approach on Student Learning in Five Domains

Autor/inn/en	Akcay, Hakan; Yager, Robert E.
Titel	The Impact of a Science/Technology/Society Teaching Approach on Student Learning in Five Domains
Quelle	In: Journal of Science Education and Technology, 19 (2010) 6, S.602-611 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-010-9226-7
Schlagwörter	Creativity; Student Attitudes; Science and Society; Teaching Methods; Control Groups; Experimental Groups; Professional Development; Scientific Concepts; Science Process Skills; Scientific Attitudes; Science Education; Technology Education; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Kreativität; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Technisch-naturwissenschaftlicher Unterricht; Unterrichtserfolg
Abstract	The purpose of the study was to examine the effectiveness of the Chautauqua Professional Development Program in terms of the mastery of basic science concepts, understanding major science processes, use of creativity skills, improvement of student attitudes toward science, and the ability to apply science concepts and processes in new situations. Participants included twelve teachers who agreed to participate in an experimental study where Science, Technology, and Society (STS) strategies were utilized with two class sections where in one class the teacher determined the course structure and the form of instruction that was typically used. Conversely, the experimental class was almost exclusively student-centered. A total of twenty-four sections of students were in STS sections (365 students) and a similar number in control sections (359 students). The data collected were analyzed using quantitative methods. The results were tabulated and contrasted for students enrolled in the two sections for all the teachers. The results indicate that students in the student-centered STS sections achieved significantly better than students in the teacher-directed STS sections in terms of understanding and use of process skills, use of creativity skills, development of more positive attitudes; and the ability to apply science concepts in new contexts. However, there were no significant differences noted with respect to mastery of basic science concepts. Apparently student-centered STS approaches result in students with conceptual understandings but it is no better than the situation where teachers guide and direct inquiry STS approaches which focus much more exclusively on specific concepts and their definitions. (Contains 5 tables and 2 figures.) (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10