Science-Technology-Society (STS)

Mansour, Nasser

doi:10.1177/0270467609336307

Cited by 50 publications

(15 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In summary, STS approach in science education aims to meet the goal of scientific literacy by promoting teaching and learning of science related to the real-life context in society. Thus, the students gain essential science skills and abilities to think critically, make informed decisions, solve problems, work collaboratively, and be technologically efficient (Yager, 2007;Mansour, 2009). Data Sources that Were Used to Assess STS Approach STS as the teaching and learning science and technology in the context of human experience (NSTA, 2006) can be applied in the class to improve students' achievements.…”

Section: Resultsmentioning

confidence: 99%

“…Development of science is always related to society (social and natural environment) and associated with the development of technology. Science, Technology, and Society (STS) is an interdisciplinary field of study (Mansour, 2009) by connecting science and technology related to its use in the community (Pudjiadi, 2010in Muzari, 2015. Based on Aikenhead (1994) in Yörük (2010) the aims of STS are to enable individuals to understand science better, to encourage students with creativity and critical thinking, and to make boring and abstract topics more interesting and fun.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Improving Deaf and Hard of Hearing Students’ Achievements Using STS Approach: A Literature Review

Atika

Ediyanto

Kawai

2018

International Journal of Pedagogy and Teacher Education

View full text Add to dashboard Cite

Science for all indicates that science should be accessible to all learners including deaf and hard of hearing (DHH) students, but they tend to struggle with developing abstract concepts of science optimally. Science, Technology, and Society (STS) approach is an interdisciplinary approach to science learning which is integrating science with technology and society aspects. Through STS approach, students become more interested in learning abstract concepts of science because they can apply the concepts throughout their daily living. The purpose of this study was to investigate whether DHH students improve their achievement levels of science specifically in the aspects of cognitive and affective via STS approach. A total of five journal articles from 2008-2016 written in English on the topic of science learning using STS approach were reviewed. This literature was collected via ERIC database. Then they were analyzed and interpreted in accordance with the objectives of the study. Based on the literature reviews, students experiencing STS instruction improve their achievements according to five STS domains in science learning. Due to learning via STS approach, students not only memorize the science concepts, but also enable to analyze scientific information as well as to apply it in their real-life situations, and set them on a path of life-long learning in science.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Improving Deaf and Hard of Hearing Students’ Achievements Using STS Approach: A Literature Review

Atika

Ediyanto

Kawai

2018

International Journal of Pedagogy and Teacher Education

View full text Add to dashboard Cite

show abstract

“…Science education, with this approach, aims to provide the students with the recognition of complex relationships between concepts, principles, theories, scientific processes and science-technology-society. In other words, it enables students to get understand the conception about the nature of science Abl-El Khalick, Bell & Lederman, 1997;Bell, Blair, Crawford & Lederman, 2003;Schwartz, Lederman & Crawford, 2004;Mansour, 2009;Mansour, 2010;McComas, 2005).…”

Section: Introductionmentioning

confidence: 99%

Preservice Science Teachers’ Views on Science-Technology-Society

Dikmentepe¹,

Yakar

2016

IJHE

View full text Add to dashboard Cite

The aim of this study is to investigate the views of pre-service science teachers on Science-Technology-Society (STS). In the research, a descriptive research method was used and data were collected using the Views on Science-Technology-Society (VOSTS) Questionnaire. In general, the results of this study revealed that pre-service science teachers have developed positive views about some STS components such as meaning of science and technology. The results have also revealed that pre-service science teachers think that there is influence of not only science/technology on society but also of society on science/technology. According to many pre-service science teachers, scientific knowledge may change, and their views about the fact that theories are not laws, shows a positive development about the nature of scientific knowledge through the science teacher education program.

show abstract

“…Such trends in research of STS are also reflected in education, and many studies have been conducted on the organization and improvement of curricula in education under the name of STS. In particular, since the 1980s, STS has been a globally-recognized discipline in secondary education (Yager 2000(Yager , 2007Sjøberg 2001;Aikenhead 2003;Brickhouse, Kittleson 2006;Mansour 2009). STS studies in educational contexts investigate how the development of STS curricula mainly in middle and high schools has changed the way teachers and students perceive science and technology.…”

Section: Introductionmentioning

confidence: 99%

Cross-Disciplinary Knowledge: Desperate Call From Business Enterprises in Coming Smart Working Era

Lee

2014

Technological and Economic Development of Economy

View full text Add to dashboard Cite

Science and technology is critical for execution and operations of modern businesses. As business operations consists of purposeful execution of technologies with appropriate social cooperation and coordination, knowledge in use is actually cross-disciplinary irrespective of domain or discipline of business. As information technology infiltrates today's businesses, people would need to work smarter using technologies including information technologies. This study explores executives' perceptions of cross-disciplinary knowledge in coming era of smart businesses. An instrument was developed, asking questions about relative weights of different cross-disciplinary knowledge, frequencies and necessity of cross-disciplinary training, decision criteria in recruiting new employees and in promoting existing employees, and preferences in cross-disciplinary curriculum and sequence of relevant training courses. Results indicate that executives maintain high opinions concerning the value of science and technology as a critical contributor to the successful cross-disciplinary operation of their businesses. They seem to understand clearly that science and technology may not benefit their businesses unless it is applied in a cross-disciplinary manner. Executives prioritize cross-disciplinary knowledge domains as follows in order of importance:(1) Science Technology Enterprise (STE); (2) Science Technology Society (STS); and (3) Science Technology Humanities (STH). Implications are discussed with further research issues.

show abstract

Science-Technology-Society (STS)

Cited by 50 publications

References 55 publications

Improving Deaf and Hard of Hearing Students’ Achievements Using STS Approach: A Literature Review

Improving Deaf and Hard of Hearing Students’ Achievements Using STS Approach: A Literature Review

Preservice Science Teachers’ Views on Science-Technology-Society

Cross-Disciplinary Knowledge: Desperate Call From Business Enterprises in Coming Smart Working Era

Contact Info

Product

Resources

About