Content uploaded by Boniface Nworgu
Author content
All content in this area was uploaded by Boniface Nworgu on Oct 03, 2014
Content may be subject to copyright.
A preview of the PDF is not available
The STS-Constructivist Reform: Some Discordant Notes
Abstract
It would appear that as many more voices join in the advocacy for STS-constructivist Reform in science teaching/learning, more discordant notes are emitted. The purpose of the paper therefore, was to spotlight some of these discordant notes emitted in the course of the on-going reform advocacy. Specifically, three of such discordant notes bordering on focus, status, and initiation of the reform are identified. After a critical examination of the seemingly conflicting views on these issues, and drawing from relevant underlying theoretical constructs, more rational, realistic and sustainable viewpoints are synthesized. Introduction Polarization of views or dissension is not an uncommon feature of academic or intellectual debates. Indeed, knowledge growth has benefited immensely from such polarizations or dissensions, which sometimes manifest in competing schools of thought. The on-going STS-Constructivist dialogue ought not to be an exception. It is not to be expected that all will speak with a uniformity of voice on issues pertaining to the reform. Even among its protagonists or proponents, it will be a rare expectation, talk-less among its antagonists or opponents. In a situation such as this, while the antagonists of the reform try to launch attacks at the propositions of the protagonists, the later will strive to debunk such criticisms or attacks. This process ignites a network of intellectual crossfire which will illuminate and brighten the whole terrain of the debate, particularly, the dark corners. This is positive and beneficial to scholarship.
... The National Science Education Standards (NSES) (NRC, 1996) state that teacher understanding of the nature of science is a component of Science-Technology-Society (STS) that is essential for developing student understanding of science content and the processes through which science develops. Unfortunately, it has been shown that many teachers do not have an adequate understanding of the NOS, and that this shortcoming is often passed on to their students (Abd El Khalick, 2005;Nworgu & Yager, 2004). Tsai (2002) has argued that teachers need to understand the NOS as major aspects in order to implement STS instruction and to enhance student interest in science (Gwimbi & Monk, 2003). ...
... This enables students to see/do science in a way known to scientist. This makes science more meaningful, exciting, and appropriate (Wilson &Livingston, 1996;Nworgu & Yager, 2004). Duffy and Cunningham (1996) argue that the student must see the problem as important and personally relevant, feel that his/her action is valuable and not just an exercise, and have decision-making responsibility. ...
... Scientifically literate person is a lifelong learner who can participate the national socio-economic targets. ICPD program helps in-service teachers to change their philosophy of teaching and learning by proving them a new perspective of science education (Jones & Beeth, 1995;Nworgu & Yager, 2004). However, the change takes time. ...
The study reports on an investigation about the impact of science-technology-society (STS) instruction on middle school student understanding of the nature of science (NOS) and attitudes toward science compared to students taught by the same teacher using traditional textbook-oriented instruction. Eight lead teachers used STS instruction an attempt to improve student understanding of NOS concepts. The major findings of the study suggest that students experiencing STS instruction improve their understanding of the nature of science and attitudes toward science significantly more than do students who were instructed with traditional instruction. Analysis of the data indicates that students in STS classrooms attain more positive changes in their views about the NOS. Specifically, the STS students displayed powerful changes in their understanding of the ways in scientific theories and the scientist. Implications for improving teacher professional development programs are suggested.
... The National Science Education Standards (NSES) (NRC, 1996) state that teacher understanding of the nature of science is a component of Science-Technology-Society (STS) that is essential for developing student understanding of science content and the processes through which science develops. Unfortunately, it has been shown that many teachers do not have an adequate understanding of the NOS, and that this shortcoming is often passed on to their students (Abd El Khalick, 2005;Nworgu & Yager, 2004). Tsai (2002) has argued that teachers need to understand the NOS as major aspects in order to implement STS instruction and to enhance student interest in science (Gwimbi & Monk, 2003). ...
... This enables students to see/do science in a way known to scientist. This makes science more meaningful, exciting, and appropriate (Wilson &Livingston, 1996;Nworgu & Yager, 2004). Duffy and Cunningham (1996) argue that the student must see the problem as important and personally relevant, feel that his/her action is valuable and not just an exercise, and have decision-making responsibility. ...
... Scientifically literate person is a lifelong learner who can participate the national socio-economic targets. ICPD program helps in-service teachers to change their philosophy of teaching and learning by proving them a new perspective of science education (Jones & Beeth, 1995;Nworgu & Yager, 2004). However, the change takes time. ...
The study reports on an investigation about the impact of science-technology-society (STS) instruction on
middle school student understanding of the nature of science (NOS) and attitudes toward science compared to students taught by the same teacher using traditional textbook-oriented instruction. Eight lead teachers used STS instruction an attempt to improve student understanding of NOS concepts. The major findings of the study
suggest that students experiencing STS instruction improve their understanding of the nature of science and
attitudes toward science significantly more than do students who were instructed with traditional instruction.
Analysis of the data indicates that students in STS classrooms attain more positive changes in their views about the NOS. Specifically, the STS students displayed powerful changes in their understanding of the ways in scientific theories and the scientist. Implications for improving teacher professional development programs are suggested.
... Akcay & Akcay (2015) explained that learning using the STS model helps students understand science concepts, students have the opportunity to choose real problems for investigative activities, also helps teachers use more explicit teaching methods than traditional learning. According to Nworgu & Yager (2004) the focus of STS learning is that students can construct science concepts, solve common problems in everyday life using technology, and clearly demonstrate new uses for this knowledge. ...
The STS (science technology and society) learning model teaches students to pay attention to problems that then emerge as other impacts of the use of new technologies in social life. Whereas the Problem Solving learning model teaches students to be trained in problem-solving using creative ways. The purpose of this study was to analyze the effect of the application of STS based problem-solving learning models on the learning outcomes, science process skills, scientific attitude of senior high school 6 Ambon. The research was conducted from January to February 2020. The research design was a quasi-experimental study using a non-equivalent group design. Data were analyzed using descriptive and inferential statistics using the ANCOVA and ANOVA tests. Descriptive statistics are used to explain the range of research data on cognitive learning outcomes, science process skills, and scientific attitudes in the table. ANCOVA test is used to analyze the effect of learning models on cognitive learning outcomes. ANOVA test is used to analyze the effect of learning models on scientific process skills and scientific attitudes. The results showed that the distribution of cognitive learning outcomes, science process skills, and scientific attitudes of students in the experimental class taught using STS based problem solving learning models were better than students taught using conventional learning models (STAD). ANCOVA statistical test shows that the significant value is 0,000 <0.05. This shows that the learning model influences students' cognitive learning outcomes. ANOVA statistical test showed that the significant value was 0,000 <0.05. This shows that the learning model influences the science process skills and scientific attitude. The stages in the STS based problem solving learning models can accommodate cognitive learning outcomes, process skills, and scientific attitudes of senior high school 6 Ambon on Environmental Friendly Technology material.
This volume was conceived as a review of basic research in science education and as a discussion of what the research findings mean for K-12 science teachers. The eight reports presented represent different dimensions of science education. Each provides a review of a given dimension and/or a goal of science teaching and suggests ways that current knowledge might affect practice. Reports focus on: (1) a review of some major studies in instruction, with suggestions for applications to science/mathematics curricula (J. Stallings); (2) information-processing psychology and a brief description of a science project using its methodology (J. Larkin); (3) role of instruction in the development of problem-solving skills in science (R. Ronning and D. McCurdy); (4) developing creativity as a result of science instruction (J. Penick); (5) deriving classroom applications from Piaget's model of intellectual development (D. Phillips); (6) the development of an attentive public for science: implications for science teaching (A. Voelker); (7) factors affecting minority participation and success in science (J. Kahle); and (8) status of graduate science education: implications for science teachers (J. Gallagher and R. Yager). Brief summaries of each report and background information are provided in an introduction. A list of six actions by educators that would serve to implement the research findings and set new directions for science education is presented in an epilogue. (Author/JN)
This report describes the rationale, methodology, findings, and recommendations of "Project Synthesis," a research study which synthesized and interpreted information found in six selected databases. Using a discrepancy model, five focus groups (biological sciences, physical sciences, inquiry, elementary school science, and science/technology and society) each determined desired (ideal) states, described actual states, and offered recommendations based on discrepancies between the actual and desired states in their particular area of science education. Chapter 1 contains an overview and summary of the project and five focus groups. Chapters 2-4 are focused on the desired biology program, actual biology programs, and discrepancies between the actual and desired biology programs, including information gaps, needed research, and recommended solutions. The desired state of physical science programs, actual state of physical science programs, and status and needs of precollege physical science education are considered in Chapters 5-7. The desired state of inquiry, status of inquiry, and an analysis of and recommendations for the role of inquiry in science education are discussed in Chapters 8-10. The status and needs of science education in the elementary grades and the interaction of science/technology and society and its place in precollege science education are considered in Chapters 11 and 12 respectively. (JN)
Several upper elementary teachers enrolled in a year-long staff development effort which included preparation of STS modules,
teaching them, and assessing their success with students in five domains for goals and assessment. Twelve Lead Teachers for
the program agreed to participate in a special controlled experiment where STS strategies were utilized with one section and
traditional concept-organized strategies in another section. Results are presented and contrasted for students enrolled in
an STS section and others in a non-STS section. Results show no advantages for students in STS sections in terms of concept
mastery. However, there are significant advantages for the STS approach in terms of students' growth in process skills, applications
of science concepts and processes to new situations, creativity skills (including quantity and quality of questions generated,
causes suggested, and consequences predicted), and development of more positive attitudes (toward science classes, teachers,
and careers). STS instruction results in dramatic improvement in attitude toward science for female students. Evidence is
provided which illustrates the advantages for STS as an approach to learning science in the elementary school.
The congruency of the STS approach and constructivism) Science/Technology/Society as reform in science education
- M Lutz
Lutz, M. (1996). The congruency of the STS approach and constructivism.
In Yager, R.E. (ed.) Science/Technology/Society as reform in science
education. Albany: State University of New York.
Mastery of Basic Concepts
- L Myers
Myers, L. (1996).
Mastery of Basic Concepts.
In Yager, R.E. (ed.).
Teaching for Conceptual understanding in physics: A Conceptual Change Instructional Model. A lead paper presented at the 37 th Annual conference of the Science Teachers' Association of Nigeria at Uyo
- B G Nworgu
Nworgu, B.G. (1996). Teaching for Conceptual understanding in physics: A
Conceptual Change Instructional Model. A lead paper presented at the
37 th Annual conference of the Science Teachers' Association of Nigeria at
Uyo, 12-17 August.
Post-positivistic developments: Challenges to contemporary STM teacher education. A guest/special lecture to the First National Conference of the Faculty of Education
- B G Nworgu
Nworgu, B.G. (1999). Post-positivistic developments:
Challenges to
contemporary STM teacher education. A guest/special lecture to the
First National Conference of the Faculty of Education, ENUGU State
University of Science and Technology, 8-11 September.
Different goals, different strategies: STS teachers must reflect them
- J E Penick
- R J Bonnstetter
Penick, J.E. & Bonnstetter, R.J. (1996). Different goals, different strategies:
STS teachers must reflect them.
In Yager, R.E. (ed.0