Authentic and Relevant Science Education at Train Line School through the Use of Science, Technology and Society (STS) Education?

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dc.contributor.author Joseph, Verona
dc.date.accessioned 2014-01-23T18:14:47Z
dc.date.available 2014-01-23T18:14:47Z
dc.date.issued 2014-01-23
dc.identifier.uri http://hdl.handle.net/2139/22412
dc.description.abstract This study sought to determine the probable impact of a relevance-based approach to the teaching of primary science, through the employment of Science, Technology and Society (STS) education, on students’ perceptions of the relevance of science and their learning of scientific concepts and ideas. The students, who perceived science as irrelevant to their daily lives and performed below the level of proficiency on science tests, were exposed to a three-month course of STS education that focused on the relevance of science through purposeful infusion of STS content into the science curriculum. Data were collected, through surveys, from two Standard 4 classes comprising 30 students. The results showed that students exposed to STS education had an improved perception of the relevance of science, and scored higher on the post-test, than those who were not exposed to the unit en_US
dc.language.iso en en_US
dc.subject Science education en_US
dc.subject Primary school teachers en_US
dc.subject Primary school science en_US
dc.subject Student attitudes en_US
dc.subject Teaching techniques en_US
dc.subject Trinidad and Tobago en_US
dc.title Authentic and Relevant Science Education at Train Line School through the Use of Science, Technology and Society (STS) Education? en_US
dc.type Thesis en_US


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