Teachers’ learning on the workshop of STS approach as a way of enhancing inventive thinking skills

Ngaewkoodrua, Nophakun; Yuenyong, Chokchai

doi:10.1063/1.5019521

Cited by 2 publications

(3 citation statements)

References 7 publications

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“…Finally, the present study suggests that the students exposed to STS education have experienced an enhancement of critical thinking and scientific stance. Previous studies have demonstrated how STS approaches have improved learners' higher-order thinking (Boonprasert et al, 2018;Ngaewkoodrua & Yuenyong, 2017) and scientific attitudes (Akcay & Akcay, 2015;Alcantara, 2000;Devi & Aznam, 2019) in different topics. Moreover, students participants in this current study have committed to becoming more socially engaged with the issues emerging from the COVID-19 pandemic.…”

Section: Discussionmentioning

confidence: 99%

Understanding COVID-19 Pandemic through Science, Technology and Society (STS) Education: A Textual Analysis of Student Reflection Papers

2021

JSSH

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The COVID-19 pandemic calls for educators to deliver learning experiences that are relevant in order to empower students to adapt to these unprecedented times. Science, Technology and Society (STS) is an interdisciplinary social science course included in the undergraduate general education curriculum in the Philippines that can potentially be designed to help students make sense of the coronavirus crisis. This study aims to describe the insights on the COVID-19 pandemic among undergraduate students enrolled in STS classes through the textual analysis of their reflection papers. A total of 74 reflection papers were qualitatively textually analysed using thematic analysis. Four themes emerged from the data: (1) appreciation of the science and medical community; (2) sensitivity to the barriers of scientific progress during the COVID-19 pandemic; (3) gaining social consciousness about the impacts of the pandemic, and; (4) enrichment of critical thinking and social engagement. Educators are encouraged to incorporate STS approaches in their lessons to foster students’ critical understanding of current socio-scientific issues.

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Section: Discussionmentioning

confidence: 99%

Understanding COVID-19 Pandemic through Science, Technology and Society (STS) Education: A Textual Analysis of Student Reflection Papers

2021

JSSH

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“…Inventive thinking can shape students to be marketable in STEM field. It can solve problems in real situations in line with the vision and paradigm for learning in the 21 st century and is needed by every student (Ngaewkoodrua & Yuenyong, 2018). According to Tee et al (2020), inventive thinking skills can guide learning in students through designing and help in solving problems.…”

Section: / 15mentioning

confidence: 99%

“…Inventive thinking is defined as a cognitive process that employs creative and critical thinking during problem solving to generate innovative or specially designed solutions (Lemke, 2002). It is a key element to succeed and thrive in the 21 st century and an important "life skill" (Ngaewkoodrua & Yuenyong, 2018;Turiman et al, 2020). Inventive thinking skills consist of six subdomains, namely, adaptability and complexity management, self-regulation, curiosity, creativity, risk taking and higher order thinking, which should be nurtured in students, so they can face unpredictable and demanding situations in the profession and in life in this globalized digital age (Turiman et al, 2020).…”

Section: Inventive Thinkingmentioning

confidence: 99%

Learning chemistry through designing and its effectiveness towards inventive thinking

Samad,

Osman,

Nayan

2023

EURASIA J Math Sci Tech Ed

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Learning through designing is the latest innovation in science, technology, engineering, and mathematics teaching and learning in the 21<sup>st</sup> century. This study aims to identify the effectiveness of EkSTEMiT module in fostering inventive thinking in the subject of electrochemistry. EkSTEMiT module was tested through a quasi-experimental design method of nonequivalent pre- and post-tests. A total of 63 students from four rural schools were involved in this study. Two schools were included in the treatment group (n=32), and two schools were included in the control group (n=31). The instrument used in this study was Inventive Thinking Questionnaire, which consists of adaptability and complexity management, self-regulation, curiosity, creativity, risk-taking, and higher-order thinking and reasoning subdomains. Analysis of MANOVA repeated measures showed no significant effect for group and time and no significant interaction effect between group and time on the level of students’ inventive thinking. Although EkSTEMiT module does not have a significant impact on the level of inventive thinking, it can have a particular impact on the teaching of innovative instructors and can subsequently increase interest in the subject of chemistry among students.

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Teachers’ learning on the workshop of STS approach as a way of enhancing inventive thinking skills

Cited by 2 publications

References 7 publications

Understanding COVID-19 Pandemic through Science, Technology and Society (STS) Education: A Textual Analysis of Student Reflection Papers

Understanding COVID-19 Pandemic through Science, Technology and Society (STS) Education: A Textual Analysis of Student Reflection Papers

Learning chemistry through designing and its effectiveness towards inventive thinking

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