Nature of Science, 1969 and 1984: Perspectives of Preservice Secondary Science Teachers

Andersen, Hans O.; Harty, Harold; Samuel, K. V.

doi:10.1111/j.1949-8594.1986.tb11585.x

Cited by 19 publications

(13 citation statements)

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“…Furthermore, one cannot assume that enrolling in more science courses will further enhance or confirm an understanding of the nature of science for would-be elementary school teachers. Hence, teaching courses oriented toward developing a better understanding of the nature of science might be more relevant and fruitful (Andersen, Harty & Samuel, 1986).…”

Section: Resultsmentioning

confidence: 99%

Understanding the nature of science and attitudes toward science and science teaching of preservice elementary teachers in three preparation sequences

1991

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Section: Resultsmentioning

confidence: 99%

Understanding the nature of science and attitudes toward science and science teaching of preservice elementary teachers in three preparation sequences

1991

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“…The prevailing atmosphere therefore calls for new goals of science education, which had hitherto been geared towards production of competent scientists and technologists (Ziman, 1980). These new goals can be summed up as scientific literacy (AAAS, 1989;Anderson, Harty, & Samuel, 1986;Cobern, 1996;Falayajo & Akindehin, 1986;Hurd, 1998;Lederman, 1986;Rowe, 1983). Scientific literacy (SL) is the ability of individuals to live satisfactorily and conveniently in a technoscience culture.…”

Section: Introductionmentioning

confidence: 99%

Relationship between STS approach, scientific literacy, and achievement in biology

Mbajiorgu

Ali

2002

Science Education

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This study set out to investigate the relationship between STS approach, scientific literacy (SL), and achievement in biology. A quasi-experimental design of the nonequivalent group was employed. Four secondary schools, eight teachers, and 246 students from Nigeria were involved in the study. Two classes were randomly selected from each school and assigned to either the experimental or control group. Two instruments were used to collect data: an Achievement Test on Reproduction and Family Planning and a SL Scale. Results showed that there is no relationship between SL and achievement in biology. The split-wise posttest regression showed a weak positive relationship between SL and achievement in biology for the experimental group and a no relationship for the control group. However, STS approach mediated between SL and achievement to effect a slightly stronger significant positive relationship. The slope of SL was greater when we controlled for instruction showing that the relationship between SL and achievement is not spurious when instruction is taken into account. We therefore conclude that STS approach might be affecting other variables in the science classroom that in turn affect achievement in the sciences.

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“…In the 1980s much attention in the United States was given to helping students develop scientific literacy (American Association for the Advancement of Science [AAAS], 1989;Anderson Harty, & Samuel, 1986;Cobern, 1996;Rowe, 1983). The focus on scientific literacy occurred due to an ever increasing awareness of the citizenry's inability to make decisions concerning science and technology (Claxton, 1991;Graubard, 1983;Jenkins, 1990).…”

Section: Literature For Framing This Researchmentioning

confidence: 99%

Issues in Survey Assessments of STS Courses

Mack

Campbell

Abd‐Hamid

2008

Bulletin of Science, Technology & Society

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This study presents the circuitous route taken in an attempt to identify an assessment mechanism for evaluating the impact of STS courses. After initially developing a survey that faculty felt only allowed for the measurement of student opinions about the impact of required STS general education courses, the faculty at Clemson University identified Aikenhead and Ryan's Views on Science-Technology-Society (VOSTS) as an instrument that, when used with the scoring guide created in this project, might be able to assess the sophistication of students views about science and technology in society. The results from administering the pre-and post-VOSTS surveys in one STS course revealed no significant differences when comparing the sophistication of students' views about STS before and after the course. These findings demonstrate that, among other considerations discussed in the manuscript, it will be difficult to find a way of assessing STS courses that can be used for the diverse courses meeting the requirement.C an we use a single survey to demonstrate what university Science, Technology and Society (STS) courses accomplish? Clemson University has had since 2005, a requirement that all students take a course dealing with Science and Technology in Society. As coordinator of this program, Dr. Pamela Mack has an interest both in demonstrating what such courses provide to students and in evaluating STS courses in different departments to make sure they address STS issues effectively. This paper discusses an effort to measure the impact of STS courses by using Aikenhead and Ryan's (1992) Views on Science-Technology-Society (VOSTS) instrument. We present our results here to further the discussion of how STS courses can be assessed. Development of the ProjectWhen the Clemson STS program became interested in evaluating STS courses taught in a wide range of departments, we first tried writing our own survey, but that proved very difficult. Graduate student Wes Ballard researched preexisting surveys, and we decided in fall 2006 that VOSTS would be the best instrument for evaluating STS courses. To assess STS courses in a variety of disciplines, we needed a survey that did not focus on specific knowledge but rather on thinking. We thought VOSTS addressed underlying concepts and analytical tools that should be common in all STS courses.We wanted a survey that would get beyond opinion and instead measure sophistication of thinking. In our initial effort to write our own survey, we asked student opinions about such statements as the following:• Based on the content of this course, I believe I developed new ways of thinking about issues relating to science, technology, and their relationship to society. • Citizens should be concerned about science and technology developments.Although we felt this provided us with information that could be helpful in continuously improving our courses, we were concerned that students might only tell us what they thought we wanted to hear. VOSTS

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Nature of Science, 1969 and 1984: Perspectives of Preservice Secondary Science Teachers

Cited by 19 publications

References 4 publications

Understanding the nature of science and attitudes toward science and science teaching of preservice elementary teachers in three preparation sequences

Understanding the nature of science and attitudes toward science and science teaching of preservice elementary teachers in three preparation sequences

Relationship between STS approach, scientific literacy, and achievement in biology

Issues in Survey Assessments of STS Courses

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