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Turkish Pre-Service Science Teachers’ Views on Science-Technology-Society Issues

Author(s): Sabiha SUNAR | Ömer GEBAN

Journal: Eurasian Journal of Physics and Chemistry Education
ISSN 1306-3049

Volume: Jan.;
Issue: Special;
Start page: 9;
Date: 2011;
Original page

Keywords: Pre-Service Science Teachers | Science–Technology–Society | VOSTS

Being citizens of the near future, students will have to make decisions requiring an understanding of theinteraction of science and technology and its interface with society. Science-Technology-Society (STS)education has been identified with meeting this goal, but putting theory into practice has always been difficult.Since pre-service science teachers will be the implementers of new reform movements regarding STS issuesduring their professions, their views on STS issues are crucial. This study aims to explore Turkish pre-servicescience teachers’ views (n = 78) on STS issues. Data were collected through an adopted version of “Views onScience–Technology–Society (VOSTS)” instrument. Analysis of data revealed that definition of science is notvery explicit among pre-service science teachers whereas most of the participants viewed technology as theapplication of science. Majority of the pre-service teachers agreed that the scientific knowledge is tentative butthey failed to differentiate between hypotheses, laws, and theories.
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