Science Teachers’ Perspectives on Science-Technology-Society (STS) in Science Education

Nasser Mansour

doi:10.51724/ijpce.v2i2.187

Authors

Nasser Mansour University of Exeter https://orcid.org/0000-0001-5707-7373

DOI:

https://doi.org/10.51724/ijpce.v2i2.187

Keywords:

Science Technology and Society STS, Teachers’ Beliefs and Practices, Science Teacher Education

Abstract

Research supports the idea that teachers are crucial change agents in educational reform and that teachers’ beliefs are precursors to change. This study investigates Egyptian science teachers’ beliefs about teaching and learning science through Science Technology and Society STS education. Data were collected using a questionnaire. The findings of this study suggest that the Egyptian science teachers hold mixed beliefs (constructivist and traditional) concerning science education goals, their roles and their students’ roles within teaching and learning science through STS and concerning teaching/learning science through STS. The findings shed light on the relationship between teachers’ beliefs and their practises. Lastly, the study revealed a number of factors that caused inconsistency between teachers’ beliefs and their practices.

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