Science/technology/society as reform of science in the elementary school

Yager, Robert E.; Mackinnu,; Blunck, Susan M.

doi:10.1007/bf03173750

Cited by 5 publications

(2 citation statements)

References 3 publications

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“…Yager (1992) stated that many scientists worked by using some specific process skills. How they thought and worked were important parts needed to be applied on students during learning process.…”

Section: Introductionmentioning

confidence: 99%

The Development of Science Domain Based Learning Media Which is Integrated with Local Potention to Improve Science Process Skill and Scientific Attitude

Dwianto¹,

Wilujeng

Prasetyo

et al. 2017

JPII

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This research was conducted to: (1) improve the science domain based learning tool which is integrated with appropriate local wisdom for Science learning material "Object Change Around Us" for students grade VII of Junior High School, (2) know the effectiveness of science based learning tool which is integrated with developed local wisdom to improve science process skill and scientific attitude of students grade VII of Junior High School. This research was a research and development which adapt 4D Thiagarajan model which include four steps, they were: (1) define, (2) design, (3) develop, and (4) disseminate and Borg & Gall development model which was done into 7 steps, they were: (1) research and information collecting, (2) planning, (3) developing preliminarry form of product, (4) preliminary field testing, (5) main product revision, (6) main field testing, and (7) operational product revision. The research result showed that the science domain based learning tool which was integrated with developed local wisdom were: (1) appropriate to be used for science learning material "Object Change around us" for students grade VII of JHS, (2) effective to improve science process skill and scientific attitude of students grade VII of JHS.

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Section: Introductionmentioning

confidence: 99%

The Development of Science Domain Based Learning Media Which is Integrated with Local Potention to Improve Science Process Skill and Scientific Attitude

Dwianto¹,

Wilujeng

Prasetyo

et al. 2017

JPII

View full text Add to dashboard Cite

show abstract

“…Despite having generated a strong pedagogical tradition, such as STS education (García-Palacios et al, 2001 ; Gordillo, 2017 ), which in the nineties enabled the development of innovative science curricula in many countries (Yager, 1990 ; Yager & Blunck, 1992 ; Fernandes et al, 2014 ), today the STS approach in education seems to have been weakened or disarticulated. In the Mexican case, for example, to achieve the insertion of the STS approach in education, international cooperation was particularly important (Osorio, 2019 ), and although it was considered a relevant approach to improve science education, the curricular analysis of STS programs in the Mexican high school shows its increasing elimination.…”

Section: Final Considerations: Rethinking the Sts Approach In Educationmentioning

confidence: 99%

Post-Truth and Education

Valladares

2021

Sci & Educ

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Post-truth is a social condition that threatens the trust in science and people’s critical thinking. This paper analyzes some of the educational responses to post-truth, claiming the potential contributions of Science and Technology Studies (STS). Some of the responses based on traditional epistemology, characterized as epistemological vaccines , are contrasted with some of the possible responses based on a more complex and interdisciplinary knowledge of science and technology. It is argued that epistemological vaccines, despite having an enormous value in fighting against post-truth, are insufficient to transform this social condition and its implications for science and technology. It is sustained that a social epistemology and, moreover, an expert interdisciplinary approach to the knowledge of science and technology, such as the one offered by STS, is required to consolidate stronger educational strategies, formulating STS vaccines , that could be useful as a counterweight to understand and deconstruct post-truth. Given that the STS academic field has developed a good account of how scientific facts and social trust in science are constructed, it also has the capacity to show how post-truth and alternative facts are constructed, unmasking for whom it is important that we decry science. The conclusion points toward the urgency to rethink the current influence of the STS field in the educational context to relocate the STS education.

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Project design factors that affect student perceptions of the success of a science research project

Kimbrough

1995

J Res Sci Teach

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Throughout the United States, various summer science programs for precollege students are conducted with an aim toward increasing the involvement of young people in science. Most of these programs are perceived as successful by teachers and scientists because they involve students in hands‐on science activities, improve their scientific skills and confidence, and allow them the opportunity to use science to answer questions and solve problems. The work described here involves a detailed assessment of a summer National Science Foundation (NSF) Young Scholars Program, which was carried out over 2 summers. Student participants were entering 9th and 10th grade. The data used for this assessment included journals kept by teaching assistants, questionnaires administered to the participants and parents, and interviews with the participants. Analysis revealed that students perceived program success differently from teachers and program organizers. Their perception of the success of a program is directly related to whether or not their individual research project met its goals, regardless of other project activities. Designing projects that have a high likelihood of success from this perspective can be complex, but this work identified six variables that must be incorporated appropriately into the design of a project to ensure its success: (1) extent of project structure and who structures the project, faculty or student; (2) project relevance; (3) project flexibility; (4) project background research; (5) tangible results; and (6) project introduction.

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Science/technology/society as reform of science in the elementary school

Cited by 5 publications

References 3 publications

The Development of Science Domain Based Learning Media Which is Integrated with Local Potention to Improve Science Process Skill and Scientific Attitude

The Development of Science Domain Based Learning Media Which is Integrated with Local Potention to Improve Science Process Skill and Scientific Attitude

Post-Truth and Education

Project design factors that affect student perceptions of the success of a science research project

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