The effects of science, technology, society, environment (STSE) interactions on teaching chemistry

Abstract

This study aimed to investigate the effects of making Science, Technology, Society and En-vironment relations on students’ comprehen-sion of chemistry topics through teaching che-mistry using STSE approach at secondary level. The study made use of the research model where pre and post tests were administered to control and treatment groups. The Chemistry Achievement Test (CAT) was used in the study. The sampling consisted of Grade 9 students studying at Anatolian High School and Voca-tional High School. Since the sampling had not been equated, in order to determine students’ logical and spatial thinking skills, they were administered Logical Thinking Skill Test and Mental Rotation test as pretests. Students were chosen randomly to take part in two control and two treatment groups. This experimental study was applied to the treatment group in teaching of “Separation of Mixtures” topic in Grade 9 Chemistry course during a four-week period. Students in the control group were taught through the traditional teaching methods. The data obtained were analyzed through the SPSS Software. As a result of the study, statistically significant increases were observed in the achievement levels of treatment group which received instruction using STSE relations. The change observed in the achievement levels of the control group was not statistically signifi-cant. The difference between the achievement levels of control and treatment groups in the posttests were favoring the treatment groups

Pengaruh Pembelajaran Ipa Berbasis Sets Terhadap Cross Disciplinary Knowledge Peserta Didik

“…SETS lahir dari istilah STS dengan penambahan unsur environment atau lingkungan. Berdasarkan sejarah perkembangan pendidikan IPA di Amerika, istilah STS muncul pada akhir revolusi pertama pendidikan IPA di Amerika, yaitu sekitar tahun 1978 (McCormack, 1992:18-21 (Yörük, Morgil, & Seçken, 2010:1418.Di Indonesia istilah STS lebih dikenal dengan istilah Sains Teknologi Masyarakat (STM). STM kemudian berkembang menjadi "Sains Lingkungan Teknologi dan Masyarakat" atau yang biasa diakronimkan dengan istilah "salingtemas".…”

“…Selain itu pembelajaran berbasis SETS dapat melatih kemampuan berpikir kreatif tentang aplikasi sains dalam pemecahan masalah, sehingga pelajaran tidak membosankan (Avci, Onal, & Usak (2014:217). Hasil penelitian yang dilakukan oleh Rosario (2009:269) serta Yörük et al (2010Yörük et al ( :1417 menunjukkan bahwa pembelajaran berbasis SETS terbukti dapat meningkatkan hasil belajar peserta didik. Penelitian relevan lalinnya adalah penelitian pengembangan yang dilakukan oleh Setiawati (2015) yang salah satu hasil penelitiannya menyebutkan bahwa perangkat pembelajaran IPA berbasis SETS terbukti efektif dalam meningkatkan foundational knowledge peserta didik dalam hal cross disciplinary knowledge.…”

Pertinencia de la inclusión de las CTS en el currículo de la carrera técnica profesional de “estética facial y corporal“

“…Formular la educación técnica de la estética facial y corporal bajo la mirada cts introduce una discusión donde quien es educado por otros, se educa así mismo por una propia decisión de la autonomía que como persona le confiere el derecho del libre albedrío o si es preciso abandonar posiciones extremas al respecto, sobre todo desde la concepción milenaria de que las nuevas generaciones de una manera u otra han de someterse a los imperativos de sus mayores para pertenecer a su sociedad, cuyo manejo le entregarán; un conservadurismo que se halla en la base de todas las intencionalidades educativas, naturales o curricularizadas (Yörük, Morgil y Seçken, 2010).…”

“…Es vital entonces que se trabaje de manera responsable y urgente en la reestructuración de las intencionalidades educativas que favorezcan la inclusión de las CTS en los currículos de las diversas asignaturas que constituyen los planes curriculares. Es también vital la capacitación y el compromiso de los docentes y de los estudiantes, quienes con absoluta seguridad asumirán con mayor ética su quehacer profesional si han sido formados bajo un enfoque CTS (Yörük, Morgil y Seçken, 2010).…”

SETS-based guided experiment book: Empowering science process skills of elementary school students

“…SETS-based guided experiment book approach is expected to have a positive impact. According to Yörük, Morgil, and Seçken (2010), the experimental guide book is addressed for some goals: (1) students are accustomed to having a comprehensive mindset in viewing science that is integrated with the environment, technology, and society; (2) SETS will inform students that technology affects the science growth rate, as well as its impact on the environment and society; (3) students are expected to be able to unite the concepts of science that are found through the activities of science process skills, namely practicum activities, and apply the concept based on the environment and technology so that it can be widely used by the community.…”