Abstract
The purpose of this study was to create a model for developing STS teaching modules. Based on the model, a practical teaching module is developed. In addition, STS evaluation instruments were designed to evaluate both the development model and the teaching module. Students' learning was examined to see if the development model and the STS teaching method effective. Three kinds of evaluation instruments were developed and used to evaluate the development of students in terms of scientific attitude, creativity, and concept. There were two teachers and forty students who participated in the study. The pre-test scores of students were used as co-variants and the post-test scores were used as the dependent variable in the ANCOVA procedures applied.Several conclusions can be drawn from the results of this study. From the elementary school teachers' viewpoint and students' learning achievement, it appears possible to develop STS teaching modules using the model created in this study. It was also found that the STS approach in the model appeared to enhance students' attitudes toward science. However, in the creativity and concept domains, there were no significant difference between students who experienced the STS approach and those who experienced the conventional approach.
Results of the study can be used as a direction for further study on the application and revision of STS teaching methods in practical condition.
| Keywords: | Science-Technology-Society (STS); Primary School Science; Academic Achievement; Instructional Effectiveness |
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