The science-technology-society framework for achieving scientific literacy: an overview of the existing literature

Steven M. Autieri 1 * , Aidin Amirshokoohi 2, Mahsa Kazempour 3
More Detail
1 Science Department, Academy for Technology and Academics Conway, SC USA
2 Department of Education, DeSales University Center Valley, PA USA
3 Department of Childhood Education, Penn State University Berks Campus, Reading, PA USA
* Corresponding Author
EUR J SCI MATH ED, Volume 4, Issue 1, pp. 75-89. https://doi.org/10.30935/scimath/9455
OPEN ACCESS   1570 Views   1137 Downloads
Download Full Text (PDF)

ABSTRACT

This literature review intends to highlight some of the critical research that has been synthesized on the perspectives of both teachers and students and their attitudes to teaching and learning in an STS-themed learning environment. The first portion draws on the perspectives of elementary and secondary school teachers both locally and abroad. The information collected is intended to illustrate some of the major successes, as well as barriers to implementation in several different classrooms. The review will present data focusing on the overall attitude and educational successes of students that participate in an STS-enriched learning environment. By examining the current research on STS, it is expected that a clear picture will be created demonstrating the place of STS in the overall science curriculum. The conclusion of the review will also aim to indicate disparities still present in the growing body of STS research and areas of future focus.

CITATION

Autieri, S. M., Amirshokoohi, A., & Kazempour, M. (2016). The science-technology-society framework for achieving scientific literacy: an overview of the existing literature. European Journal of Science and Mathematics Education, 4(1), 75-89. https://doi.org/10.30935/scimath/9455