The Science-Technology-Society Framework for Achieving Scientific Literacy: An Overview of the Existing Literature

Autor/inn/en	Autieri, Steven M.; Amirshokoohi, Aidin; Kazempour, Mahsa
Titel	The Science-Technology-Society Framework for Achieving Scientific Literacy: An Overview of the Existing Literature
Quelle	In: European Journal of Science and Mathematics Education, 4 (2016) 1, S.75-89 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Scientific Literacy; Science Instruction; Science Education; Active Learning; Inquiry; Literature Reviews; Secondary School Teachers; Elementary Secondary Education; Elementary School Teachers; Science Curriculum; Educational Change; Teacher Surveys; Scientific Concepts; Student Attitudes; Teacher Education; Teacher Education Programs; Teacher Attitudes; Creativity; Questionnaires; Preservice Teachers; Preservice Teacher Education; Inservice Teacher Education + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Aktives Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsreform; Schülerverhalten; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Kreativität; Fragebogen; Lehramtsstudiengang; Lehrerfortbildung
Abstract	This literature review intends to highlight some of the critical research that has been synthesized on the perspectives of both teachers and students and their attitudes to teaching and learning in an STS-themed learning environment. The first portion draws on the perspectives of elementary and secondary school teachers both locally and abroad. The information collected is intended to illustrate some of the major successes, as well as barriers to implementation in several different classrooms. The review will present data focusing on the overall attitude and educational successes of students that participate in an STS-enriched learning environment. By examining the current research on STS, it is expected that a clear picture will be created demonstrating the place of STS in the overall science curriculum. The conclusion of the review will also aim to indicate disparities still present in the growing body of STS research and areas of future focus. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01