STS interactions and the teaching of physics and chemistry

Abstract

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.

Química Verde y Sostenibilidad en la educación en ciencias en secundaria

“…Sin embargo, tal como ha puesto de manifiesto la investigación en didáctica de las ciencias, la educación científica está encontrando numerosas dificultades, como muestran los elevados índices de fracaso y la falta de interés o, incluso en ocasiones, el rechazo hacia los estudios científicos, y en particular hacia la Química, lo que está obstaculizando la alfabetización científica del conjunto de la ciudadanía (Bybee y DeBoer, 1994;Bybee, 1997;Solbes y Vilches, 1997;Dunbar, 1999;Marco, 2000Marco, y 2004 y está afectando también a la formación de los científicos y tecnólogos del futuro, ya que este fracaso en lograr una alfabetización científica de la ciudadanía se traduce en la falta de personas candidatas para proseguir estudios científicos en las etapas no obligatorias (OCDE, 2006;Rocard et al, 2007). Una alfabetización científica que se impone como una dimensión esencial de la cultura ciudadana, necesaria para contribuir a la formación de personas responsables preparadas para la participación en la toma de decisiones, lo que supone entre otras cosas una garantía de aplicación del principio de precaución que se apoya en una creciente sensibilidad social frente a las implicaciones del desarrollo tecno-científico que puedan comportar riesgos para las personas o el medioambiente.…”

Dificultades en el aprendizaje de la astronomía en secundaria

“…El nivel axiológico se puede introducir mediante actividades CTS [29] como mostrar la utilidad y las repercusiones que tiene la astronomía en la orientación, la agricultura, el calendario, la arquitectura, etc. O las múltiples aplicaciones en la vida actual de los satélites artificiales.…”

Teaching Energy Conservation as a Unifying Principle in Physics

“…These aspects increase students' interest and positive attitudes towards learning energy and physics (Solbes and Vilches 1997). In this way students are involved in the processes of solving different tasks.…”