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STS interactions and the teaching of physics and chemistry
Author(s) -
Solbes J.,
Vilches A.
Publication year - 1997
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/(sici)1098-237x(199707)81:4<377::aid-sce1>3.0.co;2-9
Subject(s) - science education , mathematics education , comprehension , chemistry , natural (archaeology) , chemistry education , nature of science , teaching method , natural science , philosophy of science , psychology , physics , epistemology , computer science , biology , quantum mechanics , philosophy , paleontology , astronomy , quality (philosophy) , programming language
The absence of science–technology–society (STS) interactions and its consequences in the basic teaching of science in Spain are analyzed in the first part of this work. This article proposes the introduction of STS interactions in physics and chemistry classes in conjunction with the teaching/learning model of science as research. When such interactions are not introduced, it can be observed that the students have a vision of science that is removed from the world in which they live and are unfamiliar with the mutual relationships between science, technology and the natural, social environments in which they are immersed. Not only do a large number of textbooks fail to cover STS interactions, but the majority of teachers do not consider interactive STS aspects necessary, nor do they contemplate these aspects in instruction. All of this contributes to the lack of students' interest in physics and chemistry and their rejection of them as subjects. In the second part of the work, students of 16–18 years of age in the last 3 years of secondary education were surveyed, and the results obtained were analyzed. These results confirmed that dealing with STS interactions in the classroom established science as something alive, more complete and integrated in the students' environment. Students subsequently developed an improved comprehension and a more real image of these sciences, which allowed them to understand better the role of scientists and how they work. All of this generated positive attitudes toward the study of physics and chemistry and increased the students' interest in their study. Thus the results of this research make it clear that it is possible to transform the learning of physics and chemistry with the inclusion of STS activities, so that the students can build scientific knowledge. Likewise, students integrate essential aspects that affect the scientific activity and contribute to deepening and consolidating their own knowledge. © 1997 John Wiley & Sons, Inc. Sci Ed 81: 377–386, 1997.