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dc.contributor.authorMansour, Nasser
dc.date.accessioned2013-06-24T10:45:20Z
dc.date.issued2009
dc.description.abstractChanges in the past two decades of goals for science education in schools have induced new orientations in science education worldwide. One of the emerging complementary approaches was the science-technology-society (STS) movement. STS has been called the current megatrend in science education. Others have called it a paradigm shift for the field of science education. The success of science education reform depends on teachers' ability to integrate the philosophy and practices of current programs of science education reform with their existing philosophy. Thus, when considering the STS approach to science education, teacher beliefs about STS implementation require attention. Without this attention, negative beliefs concerning STS implementation and inquiry learning could defeat the reform movements emphasizing STS. This article argues the role of STS in science education and the importance of considering science teachers' beliefs about STS in implementing significant reforms in science education.en_GB
dc.identifier.citationVol. 29, Issue 4, pp. 287-297en_GB
dc.identifier.doi10.1177/0270467609336307
dc.identifier.urihttp://hdl.handle.net/10871/11347
dc.language.isoenen_GB
dc.publisherSage Publicationsen_GB
dc.relation.urlhttp://bst.sagepub.com/cgi/content/abstract/29/4/287en_GB
dc.subjectscience-technology-society (STS)en_GB
dc.subjectscience teachers’ beliefsen_GB
dc.subjectSTS aimsen_GB
dc.titleScience-Technology-Society (STS): a new paradigm in Science Educationen_GB
dc.date.available2013-06-24T10:45:20Z
dc.identifier.issn0270-4676
dc.descriptionpublication-status: Publisheden_GB
dc.descriptiontypes: Articleen_GB
dc.identifier.journalBulletin of science, technology and societyen_GB


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