It is important for students to learn concepts and using them for solving problems and further learning. Within this respect, the purpose of this study is to investigate students' abilities to apply science concepts that they have learned from Science-Technology-Society based approach or textbook oriented instruction. Current study is based on…

This study was conducted to investigate the extent to which preservice teachers held alternative conceptions in elementary science concepts. Eighty-six preservice elementary teachers participated in this study. Twelve preservice elementary teachers participated in follow-up interviews. Data were collected through the use of Alternative Conceptions…

The National Science Education Standards emphasize a goal that students should achieve scientific literacy, which is defined as the knowledge and understanding of scientific concepts needed in daily living. Scientific literacy enables people to not only use scientific principles and processes in making personal decisions but also to participate in…

The purpose of the study was to examine the effectiveness of the Iowa Chautauqua Professional Development Program in terms of changes in concept mastery, use of process skills, application of science concept and skills, student attitudes toward science, student creativity, and student perceptions regarding their science classrooms. Participants…

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.…

Fifteen 4th-, 5th-, and 6th-grade teachers from five school districts each taught two sections of science--one with a Science-Technology-Society (STS) approach and the other with a more traditional textbook approach in which basic science concepts were the major organizers. Local, current, and personally relevant issues provided the context and…

The purpose of this study was to determine whether Science, Technology, and Society (STS) learning increases student concept mastery, general science achievement, use of concepts in new situations, and attitudes toward science in middle school classrooms. The study involved two teachers and fifty-two students in grades 6 through 8. Two sections of…

Describes a Science-Technology-Society (STS) course implemented in Iowa that utilizes the National Science Teachers Association guidelines for STS courses. (PR)

Two sections of middle school science were taught by two longtime teachers where one used an STS approach and the other followed the more typical textbook approach closely. Pre- and post assessments were administered to one section of students for each teacher. The testing focused on student concept mastery, general science achievement, concept…

Argues that there are five domains of science education: knowing and understanding, exploring and discovering, imagining and creating, feeling and valuing, using and applying, and not just the two domains of content and process which many people view as being science. (RT)

Discusses the importance of the teaching and learning of science/technology in the context of human experience. Highlights the role of constructivism in Science Technology Society (STS) reform efforts. (JRH)