Evaluating Science-Technology-Society (STS) approach in teaching high school science

Date of Publication

2002

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Chemistry

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Bee Ching Ong

Defense Panel Chair

Melecio Deauna

Defense Panel Member

Adora Pili
Salvacion Dorado

Abstract/Summary

This study evaluates the efficacy of Science-Technology-Society (STS) Approach in teaching high school science. Such evaluation focused on the development of science process skills, higher order thinking skills, environmental awareness and cooperative learning skills of students in all year levels. The respondents were high school students of St. Scholastica's College, Manila, during school year 2001-2002. Self-made pencil-and-paper multiple-choice tests were given to science teachers and experts for content and face validation. They were likewise administered to the students specifically for their comments and in determining the time at which they could be able to finish the test. Considering all comments and suggestions, revisions were made. Revised questionnaires were then administered to the target respondents for pretest and posttest. Validation focused only on content since the instruments are for St. Scholastica's College High School Department purpose only. Hence, the main goal is to look at the instruments' consistency with the instructional and program objectives of the department. There were 20 items for science process skills test for year 1 (SPST 1), 20 for year 2 (SPST 2), 20 for year3 (SPST 3), and 20 for year 4 (SPST 4) 20 items for higher oder thinking skills test (HOTST) for all year levels 20 items for environmental awareness test (EAT) for all year levels. For cooperative learning skills test (CLST) for all year levels, a scale type of test was given with options frequent , sometime , and never as their responses for each item. Results were analyzed using t-test for significant difference. Analyses of results revealed that the STS Approach was effective in developing higher order thinking skills of students in all year levels but has been effective in developing science process skills of 3rd and 4th year students. However, the approach was found to be not effective in developing environmental awareness and cooperative learning group skills of students in all year levels. Nevertheless, it could not discount the fact that certain science process skills have also been acquired by the students in 1st and 2nd year levels; and certain cooperative learning group skills were manifested by the students in all year levels as a result of their exposure to the approach.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG03509

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

152 numb. leaves ; 28 cm.

Keywords

Science--Study and teaching (Secondary); High school teaching; Instructional systems

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