Full Text (PDF)
Abstract
Incorporating STS-based instruction in K-12, particularly, elementary classrooms, is contingent upon proper preparation of a teaching force that understands STS issues and is well equipped to focus instruction on such issues. It is, therefore, imperative that teacher beliefs, attitude, and understanding of STS issues and STS-focused instruction are considered and addressed during teacher education programs and particularly methods courses. The purpose of the current case study was to examine a small group of elementary pre-service teachers’ experiences and reflection on the STS component of a science methods course, pre and post environmental literacy, views and attitude toward STS issues and instruction, and how their experiences influenced their views and attitudes. The results of this study are promising and allow us to examine the experiences and perceptions of individual students. All five participants who began the course with minimal knowledge of STS issues and little to no confidence or willingness to teach about STS issues, ended the course with a greater understanding of STS issues, skills to deal with and teach STS issues, and willingness to take action and incorporate STS-based instruction. The study’s participants suggested that multiple aspects of the exploratory and STS-focused course allowed for them to rethink some of their previous ideas, gain a deep understanding of STS issues, and become equipped to take action and also incorporate STS-based instruction into their future classrooms.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
INTERDISCIP J ENV SCI ED, Volume 18, Issue 4, 2022, Article No: e2299
https://doi.org/10.21601/ijese/12370
Publication date: 16 Aug 2022
Article Views: 1587
Article Downloads: 861
Open Access References How to cite this article