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首页> 外文学位 >The impact of a dedicated Science-Technology-Society (STS) course on student knowledge of STS content.
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The impact of a dedicated Science-Technology-Society (STS) course on student knowledge of STS content.

机译：专门的科学技术社会（STS）课程对学生STS内容知识的影响。

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摘要

In the last half century, public awareness of issues such as population growth, environmental pollution and the threat of nuclear war has pressured science education to reform to increase student social responsibility. The emerging Science-Technology-Society (STS) movement addressed these concerns by developing numerous strategies and curricula. Considerable diagnostic research has been conducted on student knowledge of the nature of science, but not on the wider scope of STS content (e.g., the nature of science and technology and their interactions with society). However, researchers have not widely studied the impact of comprehensive STS curricula on students' knowledge of STS content nor the nature of STS teaching practice that influenced this knowledge gain.;This study examined student success and teacher performance in a special STS course in Ontario, Canada. Research questions focused on the STS content knowledge gain by students completing this course and the impact of the STS teachers' teaching practices on this knowledge gain. Student data were collected using pre-course and post-course assessments of students' STS content knowledge. Teacher data were obtained using semi-structured interviews, classroom observations and videotapes.;Statistical analysis indicated that, after completing the STS course, students significantly increased their STS content knowledge as measured by the Views on Science Technology Society instrument. Gender and academic achievement had no significant impact on this knowledge gain, implying that this course, as taught by these teachers, could appeal to a wide range of students as a general education course.;The second part of the study indicated that detailed research is needed on the relationship between STS teaching practice and student STS content knowledge gain. The small sample size prevents generalizations but initial indications show that factors such constructivist teaching practices and strong teacher STS content knowledge may generate greater student knowledge gains than didactic teaching and weak teacher STS content knowledge. In this limited sample, it was found that constructivist teaching practice can overcome weak teacher STS content knowledge in increasing student STS content knowledge. In addition, other factors such as problem-solving and decision-making skills need to be studied as part of an overall framework for STS teaching.
机译：在过去的半个世纪中，公众对诸如人口增长，环境污染和核战争威胁等问题的认识，迫使科学教育进行改革以增加学生的社会责任感。新兴的科学技术社会运动通过制定大量战略和课程来解决这些问题。已经针对学生关于科学性质的知识进行了相当多的诊断研究，但并未针对更广泛的STS内容（例如，科学技术的性质及其与社会的相互作用）进行诊断研究。然而，研究人员尚未广泛研究综合性STS课程对学生对STS内容知识的影响，也没有广泛研究影响该知识获取的STS教学实践的性质。该研究在安大略省的一门特殊STS课程中研究了学生的成功和教师的表现，加拿大。研究问题集中在完成本课程的学生对STS内容知识的获取以及STS教师的教学实践对这种知识获取的影响上。使用课前和课后对学生STS内容知识的评估来收集学生数据。教师数据是使用半结构化访谈，课堂观察和录像带获得的。统计分析表明，完成STS课程后，学生通过科学技术协会的观点衡量，大大提高了他们的STS内容知识。性别和学业成就对知识的获取没有显着影响，这意味着由这些老师教授的这门课程可以吸引广泛的学生作为通识教育课程。;研究的第二部分指出，详细的研究是STS教学实践与学生STS内容知识获取之间关系的必要性。样本量较小，不能一概而论，但初步迹象表明，建构主义教学实践和强大的教师STS内容知识等因素可能比讲授教学和薄弱的教师STS内容知识产生更大的学生知识增益。在这个有限的样本中，发现建构主义教学实践可以克服老师STS内容知识薄弱的问题，从而增加学生的STS内容知识。此外，还需要研究其他问题，例如解决问题和决策的能力，作为STS教学总体框架的一部分。

著录项

  • 作者

    Barron, Paul E.;

  • 作者单位

    Syracuse University.;

  • 授予单位 Syracuse University.;
  • 学科 Education Secondary.;Education Sciences.;Hispanic American Studies.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 273 p.
  • 总页数 273
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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