The Impact of Science Teaching Based on Science-Technology-Society (STS) Approach to Elementary School Students

Autor/inn/en	Çinar, Sinan; Çepni, Salih
Titel	The Impact of Science Teaching Based on Science-Technology-Society (STS) Approach to Elementary School Students
Quelle	In: Educational Policy Analysis and Strategic Research, 16 (2021) 4, S.198-217 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Çinar, Sinan) ORCID (Çepni, Salih)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-4289
Schlagwörter	Elementary School Students; Creative Thinking; Thinking Skills; Student Attitudes; Science Instruction; Success; Academic Achievement; Science Teachers; Science and Society; Technological Advancement; Inservice Teacher Education; Foreign Countries; 21st Century Skills; Interdisciplinary Approach; Turkey + Suchen Sie Ihr Suchwort? Kreatives Denken; Denkfähigkeit; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Erfolg; Schulleistung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Technological development; Technologische Entwicklung; Lehrerfortbildung; Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Türkei
Abstract	The aim of this study is to find out effects of science teaching through Science-Technology-Society [STT] approach on elementary school students' creative thinking skills, attitudes towards science lesson, and academic success. To this end, a quasi-experimental pretest-posttest design without the control group was used among quantitative research models. The study participants were composed of 6 classroom teachers who had previously taken in-service training [IST] on STS approach and their students (N=273) selected through random sampling. Study data were collected by using the Creative Thinking Skills Scale (CTSS), Science and Technology Course Attitude Survey [STCAS], and Academic Achievement Test [AAT]. The data were analyzed by conducting one-way ANOVA test with SPSS. The results showed that the students in STT classes could improve their creative thinking skills, attitudes towards science course, and academic achievement compared to their peers in the classes. It can thus be useful to encourage teachers to perform teaching based on approaches addressing science-technology-society relation. As another recommendation, it is suggested to prepare professional development programs. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: https://inased.org/epasrpi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01