Shifting Currents: Science Technology Society and Environment in  Northern Ontario Schools

Steele, Astrid

doi:10.26522/brocked.v23i1.351

Cited by 4 publications

(2 citation statements)

References 26 publications

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“…Education mandated that science teaching and learning should bring to the forefront consideration of the impacts of science on society and environment, and include environmental education; topics that are particularly pertinent given the location(s) of the study in logging and mining towns (Steele, 2013). Based on National Science Teachers Association (1993) in Lee (2007), Science-Technology-Society (STS) is defined as the teaching and learning of science-technology in the context of human experience.…”

Section: Sts Approach Influencing Hearing Students' Achievements In Smentioning

confidence: 99%

Improving Deaf and Hard of Hearing Students’ Achievements Using STS Approach: A Literature Review

Atika

Ediyanto

Kawai

2018

International Journal of Pedagogy and Teacher Education

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Science for all indicates that science should be accessible to all learners including deaf and hard of hearing (DHH) students, but they tend to struggle with developing abstract concepts of science optimally. Science, Technology, and Society (STS) approach is an interdisciplinary approach to science learning which is integrating science with technology and society aspects. Through STS approach, students become more interested in learning abstract concepts of science because they can apply the concepts throughout their daily living. The purpose of this study was to investigate whether DHH students improve their achievement levels of science specifically in the aspects of cognitive and affective via STS approach. A total of five journal articles from 2008-2016 written in English on the topic of science learning using STS approach were reviewed. This literature was collected via ERIC database. Then they were analyzed and interpreted in accordance with the objectives of the study. Based on the literature reviews, students experiencing STS instruction improve their achievements according to five STS domains in science learning. Due to learning via STS approach, students not only memorize the science concepts, but also enable to analyze scientific information as well as to apply it in their real-life situations, and set them on a path of life-long learning in science.

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Section: Sts Approach Influencing Hearing Students' Achievements In Smentioning

confidence: 99%

Improving Deaf and Hard of Hearing Students’ Achievements Using STS Approach: A Literature Review

Atika

Ediyanto

Kawai

2018

International Journal of Pedagogy and Teacher Education

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“…SETS diharapkan dapat meningkatkan kemampuan berpikir kritis dan pengambilan keputusan dalam suatu isu atau permasalahan (Steele, 2013). Model pembelajaran SETS merupakan model yang mengembangkan kemampuan kognitif, afektif dan psikomotor yang dibentuk dalam diri sebagai siswa, dengan harapan dapat diaplikasikan dalam kehidupan sehari-hari (Aprianingtyas & Sumadi, 2017).…”

Section: Pendahuluanunclassified

Profil Kemampuan Berpikir Kritis Siswa dengan Implementasi Model Pembelajaran SETS Berbasis Probing-Prompting

Sylviana

Kusuma

Widiyanto

2019

PSEJ

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Penelitian bertujuan untuk mengetahui profil kemampuan berpikir kritis siswa dengan implementasi model pembelajaran SETS berbasis probing-prompting. Populasi dalam penelitian ini adalah siswa kelas VII SMP N 8 Pekalongan. Desain dalam penelitian adalah pretest-posttest. Metode pengambilan data yang digunakan adalah tes tertulis berupa pilihan ganda. Pengujian profil kemampuan berpikir kritis dilakukan melalui analisis kemampuan dengan menghitung selisih antara kemampuan awal dan akhir. Hasil penelitian profil kemampuan berpikir kritis siswa dengan implementasi model SETS berbasis probing-prompting meningkat yaitu pretest 72.5% dan posttest 82.9% atau dengan selisih sebesar 10.4%.

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Frameworks Supporting Socially Responsible Science Education: Opportunities, Challenges, and Implementation

Fuchs

Tan

2022

Can. J. Sci. Math. Techn. Educ.

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Shifting Currents: Science Technology Society and Environment in Northern Ontario Schools

Abstract: The focus is on the practices of secondary science teachers in rural, resource-extraction-based

Cited by 4 publications

References 26 publications

Improving Deaf and Hard of Hearing Students’ Achievements Using STS Approach: A Literature Review

Improving Deaf and Hard of Hearing Students’ Achievements Using STS Approach: A Literature Review

Profil Kemampuan Berpikir Kritis Siswa dengan Implementasi Model Pembelajaran SETS Berbasis Probing-Prompting

Frameworks Supporting Socially Responsible Science Education: Opportunities, Challenges, and Implementation

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