A science teacher's reflections and knowledge growth about STS instruction after actual implementation
Article first published online: 19 DEC 2001
Copyright © 2002 John Wiley & Sons, Inc.
Volume 86, Issue 1, pages 23–41, January 2002
How to Cite
Tsai, C.-C. (2002), A science teacher's reflections and knowledge growth about STS instruction after actual implementation. Sci. Ed., 86: 23–41. doi: 10.1002/sce.10006
- Issue published online: 19 DEC 2001
- Article first published online: 19 DEC 2001
- Manuscript Accepted: 5 MAR 2001
- Manuscript Revised: 10 FEB 2001
- Manuscript Received: 2 MAR 2000
- National Science Council, Taiwan, ROC. Grant Number: NSC 87-2511-S-009-011
The major purpose of this study was to describe a science teacher's views of STS (Science–Technology–Society) instruction and what she acquired after implementing a two-semester STS-oriented science course in a high school of Taiwan. Upon analysis of the teacher's journals, interview data, concept maps, and relevant student questionnaire responses, this study revealed the following findings. The teacher believed that STS instruction was a potential way of practicing so-called “constructivist” teaching and her pedagogical knowledge about STS showed a considerable growth. As a result of STS instruction, her epistemological views of science seemed to progress toward more constructivist-oriented views of science. The heavy content load of Taiwan's national curriculum, regular cross-class standard tests, the lack of peers' or administrative support, the resource limitations in Chinese language, and the cultural impacts were identified as major factors that inhibited her implementation of STS instruction. © 2001 John Wiley & Sons, Inc. Sci Ed86:23–41, 2001.