Open AccessScience Teachers’ Perspectives on Science-Technology-Society (STS) in Science Education
Author(s) -
Nasser Mansour
Publication year - 2010
Publication title -
international journal of physics and chemistry education
Language(s) - English
Resource type - Journals
ISSN - 2589-8876
DOI - 10.51724/ijpce.v2i2.187
Subject(s) - science education , science, technology, society and environment education , mathematics education , science learning , nature of science , pedagogy , constructivism (international relations) , learning sciences , psychology , sociology , educational technology , political science , international relations , politics , law
Research supports the idea that teachers are crucial change agents in educational reform and that teachers’ beliefs are precursors to change. This study investigates Egyptian science teachers’ beliefs about teaching and learning science through Science Technology and Society STS education. Data were collected using a questionnaire. The findings of this study suggest that the Egyptian science teachers hold mixed beliefs (constructivist and traditional) concerning science education goals, their roles and their students’ roles within teaching and learning science through STS and concerning teaching/learning science through STS. The findings shed light on the relationship between teachers’ beliefs and their practises. Lastly, the study revealed a number of factors that caused inconsistency between teachers’ beliefs and their practices.