Abstract
Setting out for different teaching goals and approaching the goals by alternative teaching strategies, a science teacher may meet with various of problems. From the perspective of STS instruction in which students are encouraged to play the active role, it is found that the relative equipment and facilities needed for choosing topics and proposing strategies and students' activities for learning are not exactly what can be completely provided in the laboratory. Moreover, the relative knowledge needed in the process is very possibly not included in the originally planned content in the teacher's mind.Under these circumstances, a good teacher should still try to be the guide and assist the students in making scientific judgment when faced with topics concerning science and social concepts, and help them to integrate the complicated materials in the practical process.
This teaching style is quite different from a traditional style in which teachers can be well-prepared in advance and control the whole teaching process. In the STS classroom a good teacher simultaneously plays the role of instructor, consultant, and learner. Our study is to analyze the character of STS teaching process in which the problems that teacher have been faced. In our report, we outline the requirement of professional ability that teacher must be equipment in STS teaching mode.
| Keywords: | STS instruction; Teaching ability |
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