• Journal of the Korean Chemical Society
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• v.50 no.2
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• pp.153-162
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• 2006

The purpose of this study was to analyze the STS (science-technology-society) contents in chemistry chapters of middle school science textbooks standardized by 7th national curriculum, and to investigate chemistry teachers' perception of STS education. This study was based on 8 essential elements in STS education suggested by Yager and 9 activities in SATIS (science and technology in society). The questionnaire and interview were used to investigate chemistry teachers' perception. As a result of this study, the average value of the STS contents in chemistry chapters of 7 kinds of middle school science textbooks was 22.4%, and the STS contents were preponderated to essential elements of science application and local and community relevance. And STS contents showed that science 2 textbooks were the most of all and in order of science 1 textbooks and science 3 textbooks. As a result of analysis by activities in SATIS, most activities were practice activity, problem-solving and decision making, and structured discussion. Chemistry teachers' perceptions of STS education were following. There were many responses that STS education was necessary for educational efficiency. On the other hand STS education was unnecessary because there were few effective teaching-learning method related with STS education. From these results, middle school science textbooks have to be complemented because 2 essential elements of the STS contents were preponderated in the science textbooks. And the teaching-learning method connected with STS education will have to be developed for the efficiency of STS education.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.100-106
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• 1999

The purpose of this study was to incorporate STS education into science education field by investigating high school science teachers' perceptions about inservice STS education program and suggesting the methods of improvement for it. The subjects consisted of 227 high school science teachers who attended at inservice program on general science and were shortly taught about STS education. Results from trachers' data indicated that high school science teachers perceived of the importance of STS education and showed willingness to attend at the inservice STS education program when it was opened. Above all. they wanted to get the materials and information related STS at the program.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.599-610
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• 2000

In this study, a questionnaires survey was administered to Korean and Japanese junior high school science teachers in the capital area to investigate the extents of Science-Technology-Society(STS) education practiced in science classroom. The responses of 69 Korean teachers and 33 Japanese teachers were analysed. The results showed that most of teachers in both country knew well about the meaning and the purpose of STS education. Also they realized the needs of applying the STS education in science class and had wills to do it. However, only about a half of teachers - more than a half of Japanese and less than a half of Korean - were practicing the STS related subjects, activities and assessments in the class. Teachers in both country responded that their science textbooks did not contain enough amounts of STS related contents and other STS education materials available were not much. Therefore, it is needed to include more STS related contents in the science textbooks and to develop various STS education materials and circulate them as well as to establish adequate teaching and assessment methods for STS education. Also activating teachers' meetings to circulate the informations and materials and improving the school environments are recommended.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.659-667
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• 2004

The purposes of this study were to examine the middle school science textbooks published according to the 7th curriculum by analyzing overall structure of the books and STS contents, and to diagnose the current status of STS education in science classroom through interviews with teachers and students of the middle schools. It was found that STS approaches were of increasing importance in the science textbooks, however, they were not popular in the science classes. STS topics in the middle school textbooks were related mostly to 'applications of science' and 'social problems and issues', and few of the topics were related to 'cooperative work on real problems', 'multiple dimensions of science' and 'practice with decision making strategies'. Major barriers of STS education implementation in middle school science classroom were identified as follows; difficulties of assessment, teachers' insufficient cognitions and experiences regarding STS education, perceptions of students and parents that prefer didactic lecture methods and working on exercises. Desirable directions for the improvement of present status of STS education in middle school science classes were proposed.

• Journal of Science Education
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• v.32 no.2
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• pp.51-70
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• 2008

The purposes of this study were to analyze the domestic research trend of the STS Education and to evaluate the application effects of STS teaching model by using Meta-analysis. The selected research articles were 180 articles including 104 of the master's theses and 76 of science education journal articles published from 1991 to 2006. For the evaluation of the effects of STS teaching and learning model, 56 articles were selected finally. The mean effect size of the application effects of STS teaching and learning was 0.40. The result indicated that STS teaching had more positive effects than the traditional teaching on enhancing student's attitude for science, academic achievement in science, inquiry ability, attitude for environment and knowledge for environment. Especially, it had shown the most positive effects on improvement in the attitude for environment. Therefore, it might be better to reflect these results for the best effect of STS teaching. To assess STS education on the whole, it is necessary to synthesize the effects of STS teaching and learning model and the results of the study on teachers' and students' understanding about the interrelation of science, technology and society.

• Journal of The Korean Association For Science Education
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• v.15 no.1
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• pp.73-79
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• 1995

The purpose of this study was to investigate Korean secondary school students' perceptions of science and technology related social problems and STS education to ascertain the extent to which the current science programs incorporate STS themes. Students indicated that STS related problems or STS issues were given little attention in their science classes, even though they believed that studying those problems would be important. Results of the study support the contention of need for more attention to the implementation of STS themes into current Korean science education.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.340-352
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• 1999

Constructivist theory and teaching science in the social context are a main stream in science education. This study was purposed to introduce the STS in-service program implementing in Chonnam National University. and to analyze the results of the program in terms of changes of teachers' and students' perceptions and attitudes. The major features of the STS in-service program were as follows: teacher-centered. teaching in the social context. emphasis on constructivist approach. development of STS module and implementations. A total of 20 secondary science teachers participated in the in-service program. and filled out two questionnaires. Science Education Reform Inventory and Constructivist Teachings Survey. Three of the 20 teachers were selected to gain information from their implementations of a STS module into their respective classrooms. The students completed two instruments. Constructivist Learning Environment Survey. and Scientific Attitude Survey. The responses from teachers and students are as follows: 1. The participating teachers were very aware of the necessity of reform in science education. and the degree of the perception of the necessity increased after the STS in-service program. 2. The STS program significantly improved constructivist teaching techniques. 3. The perceptions of the students about constructivist learning environments improved significantly after the STS in-service program. 4. Students' scientific attitudes improved significantly through STS approach. The STS in-service program with the above mentioned features was found to be effective in our current school system. and could be implemented successfully if teachers were willing to learn and participate in the reforms of science education.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.289-296
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• 2002

The purpose of this study is to analyze STS contents in the elementary school science textbooks developed under the 7th national curriculum. Major findings from the analyses are as follows: (1) The Percentage of STS contents included is 26% by the number of pages, and 40% by the lesson hour, Higher proportions of the STS contents are found in the domains of ‘energy’ and ‘material’. By grade level, the coverage of 5th grade textbooks is relatively low. (2) Most STS topics are related to science rather than technology or society. (3) In many cases, STS contents are used in the whole processes of a lesson. (4) Most activities are 'group activity' or 'experiment.observation'. There are few activities of 'role playing', 'spot study' or 'interview'. These results indicate that recent STS education trends are reflected on the revised textbooks well. However, it is suggested that some improvement is needed, such as diversification of topic or activity.

• 한국정보교육학회:학술대회논문집
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• 2006.08a
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• pp.301-306
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• 2006

학생들이 스스로 문제를 해결하는데 필요한 과정과 기술을 강조하는 STS 교육의 특징에 비추어 볼 때, 인터넷을 이용하여 의사소통과 정보 수집을 하고 자료를 의미 있게 종합할 수 있는 웹기반 교육을 적용하면 효과적일 것이다. 또한 학생의 창의성이나 문제해결력 등 고등사고 기능을 파악하고 신장시키기 위한 수행평가 또한 STS의 수업 목표를 달성하는데 효과적일 것이다. 이에 일반적인 STS 수업을 적용한 학급과 웹기반 교육의 장점과 수행평가를 가미한 STS수업을 적용한 학급의 학업성취도를 비교 분석하여 STS학습에서 웹기반 수행평가의 효과를 검증하고자 STS 학습을 지원하는 수행평가 시스템을 설계하였다.

• Journal of the Korean Chemical Society
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• v.45 no.5
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• pp.491-499
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• 2001

The purpose of this study was to examine for high school chemistry I textbooks published by the 6th curriculum and some foreign STS programs such as Chemistry in the Community, Science and Technology in Society, Chemistry: The Salter's Approach by analyzing STS contents, students' activity, overall structure of the books and space devoted to STS, and to provide improvement schemes for developing high school chemistry I textbooks to be developed by the 7th curriculum in future. It was found that STS topics in the high school chemistry I textbooks were related only to 'social problems and issues', 'applications of science', 'multiple dimensions of science', and STS contents were presented mostly by narration. Students' activities were limited to discussion and survey, and none of the topics were related to 'career awareness', and 'cooperative work on real problems' in high school chemistry I textbooks. On the contrary, a variety of STS topics and activities such as case study related to local and community, practicing decision-making strategies, role play, practical work career awareness were included in foreign STS programs. Desirable directions for the improvement of STS contents and structure of present high school chemistry I textbooks were proposed in this paper.