Preservice Science Teachers’ Views on Science-Technology-Society

Dikmentepe, Emel; Yakar, Zeha

doi:10.5430/ijhe.v5n2p183

Cited by 4 publications

(1 citation statement)

References 16 publications

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“…In this respect, it is crucial to understand the nature of science in terms of science literacy. In surveys conducted in Turkey and many other countries by using the VOSTS questionnaire, it was noticed that teachers, candidate teachers and students do not have a realistic point of view in terms of many aspects as to the nature of science; on the contrary, they have a conventional stance (Aslan & Taşar, 2013;Dikmentepe & Yakar, 2016;Doğan, Çakıroğlu, Bilican, Çavuş, & Arslan 2011;Duschl & Grandy, 2013;Ersay, 2014;Mıhladız & Doğan, 2012;Yenice, Özden, & Balcı, 2015). The effective teaching of the nature of science to students will also help them understand the importance of the knowledge in terms of life, and which causes societies to change and develop (Wong, 2002).…”

Section: Importance and Purpose Of The Researchmentioning

confidence: 99%

Science Preservice Teachers’ Views on Nature of Science and Technology

Dursun¹,

Ozmen²

2018

JESR

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The aim of the study is to examine the opinions of preservice science teachers concerning the nature of science and to determine whether or not the preservice teachers' opinions differ according to their academic level. A total of 242 preservice science teachers, who studied in the Education Faculty of Inonu University, Turkey, during the 2013-2014 academic year took part in the study. In order to evaluate the opinions of the preservice teachers, eight questions from the Questionnaire of Opinions for Technology and The Nature of Science were used. The original questionnaire is comprised of 20 questions chosen from a larger questionnaire called Opinions Concerning Science, Technology and Society, developed by Aikenhead, Fleming, and Ryan (1989) empirically, and consists of eight categories and 114 multiple-choice questions, and was translated and then adapted into Turkish by specialists in the field. The data obtained were analyzed by means of SPSS 21.0 Statistics program. In analysis of the data, the frequency and percentages were checked and x-square test applied. At the end of the research, it was detected that candidate Science teachers hold a realistic point of view as to the changeability of scientific knowledge, an acceptable point of view as to the definition of science, the interaction of science and technology, and the effect of science and technology on solving social problems.On the other hand, they have an insufficient point of view as to the epistemological condition of hypotheses, theories, laws, and scientific knowledge. According to the academic level factor, it was detected that there was an effect of science and technology on solving social problems, and a dramatic difference as to the epistemological condition of hypotheses, theories, laws, and scientific knowledge. However, there was no dramatic difference seen in terms of the questions on the definition of science, the interaction between science and technology, the changeability of scientific knowledge, and the epistemological condition of scientific knowledge.

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Section: Importance and Purpose Of The Researchmentioning

confidence: 99%

Science Preservice Teachers’ Views on Nature of Science and Technology

Dursun¹,

Ozmen²

2018

JESR

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The non-epistemic dimension, at last a key component in mainstream theoretical approaches to teaching the nature of science

García-Carmona

2024

Sci & Educ

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For many years, hegemonic approaches to teaching the nature of science (NOS) have focused mainly on understanding some epistemic (i.e., rational, or cognitive) aspects involved in the construction of science. So, aspects of a non-epistemic (i.e., non-rational, contextual, or extra-scientific) nature have been practically neglected in these predominant proposals for teaching NOS. However, those of us who advocate a more holistic NOS teaching, with a balanced integration of both epistemic and non-epistemic aspects of NOS, have reason to celebrate. The development of the family resemblance approach (FRA) to NOS, initially proposed by Irzik and Nola (2011, 2014), and then suitably adapted by Erduran and Dagher (2014) for science education, has cemented such a purpose in the current literature on NOS teaching research. But, like all scientific milestones, there are antecedents that, in some way, have also contributed to building the path that has brought us to this point. Therefore, it is fair to acknowledge them. Thus, the aim of this article is to provide a critical discussion of all of this and to make an explicit acknowledgement of some of these antecedents, such as the framework of the science-technology-society (STS) tradition, among others, without undermining the important role of the FRA in achieving the current predominant vision of holistic NOS teaching.

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Learning with the Social Media Assisted Science, Technology and Society Approach to Improve Self-Learning Motivation

Maulana

Wilujeng

Kuswanto

2019

J. Phys.: Conf. Ser.

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Physics learning needs change to follow this era and motivate students to learn. The use of a combination of daily physics phenomena and the internet in learning can be a better solution to follow the recent era and motivate students. The method used in this study is research and development (R & D). Product of the development is learning media with Social Media Assisted Science Technology and Society (STS) Approach. The subjects of this study were students of SMAN 1 Kalasan Sleman Yogyakarta. This paper uses an independent learning motivation questionnaire instrument to obtain data. Analysis shows that the use of motivational learning media increases in good categories. The results of this study are the use of media using the social media assisted STS approach can increase the motivation of independent learning.

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Preservice Science Teachers’ Views on Science-Technology-Society

Cited by 4 publications

References 16 publications

Science Preservice Teachers’ Views on Nature of Science and Technology

Science Preservice Teachers’ Views on Nature of Science and Technology

The non-epistemic dimension, at last a key component in mainstream theoretical approaches to teaching the nature of science

Learning with the Social Media Assisted Science, Technology and Society Approach to Improve Self-Learning Motivation

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