The science-technology-society framework for achieving scientific literacy: an overview of the existing literature
Journal Title: European Journal of Science and Mathematics Education - Year 2016, Vol 4, Issue 1
Abstract
This literature review intends to highlight some of the critical research that has been synthesized on the perspectives of both teachers and students and their attitudes to teaching and learning in an STS-themed learning environment. The first portion draws on the perspectives of elementary and secondary school teachers both locally and abroad. The information collected is intended to illustrate some of the major successes, as well as barriers to implementation in several different classrooms. The review will present data focusing on the overall attitude and educational successes of students that participate in an STS-enriched learning environment. By examining the current research on STS, it is expected that a clear picture will be created demonstrating the place of STS in the overall science curriculum. The conclusion of the review will also aim to indicate disparities still present in the growing body of STS research and areas of future focus.
Authors and Affiliations
Steven M. Autieri *| Science Department, Academy for Technology and Academics Conway, SC USA, For correspondence: smautieri@gmail.com, Aidin Amirshokoohi| Department of Education, DeSales University Center Valley, PA USA, Mahsa Kazempour| Department of Childhood Education, Penn State University Berks Campus, Reading, PA USA
Keywords
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