The Level of Postgraduate Students’ Understanding of the Effects of Science and Technology on Economy and its Relation to some Variables
Keywords:
Postgraduate students, effect of science and technology on economy, specialization, teaching experienceAbstract
This study aims to investigate the level of understanding of postgraduate students at Faculty of Education for the effect of science and technology on economy and its relation to gender, experience and specialization at bachelor stage. The sample consisted of 75 Ph.D. students in Curricula and Instruction Department, who were registered in the second semester in the academic year 2016/2017. A questionnaire consisted of 41 items was used for collecting data. The results showed that the understanding of the effect of science and technology on economy was with mean (3.21) points which is equivalent to (64%). This level was considered low compared to the acceptable educational level (80%). Significant statistical differences were found attributed to gender (male –female) in favor of male students, while there was no significant difference according to the specialization in the bachelor stage. Moreover, the results showed that there was a significant effect of the paired reactions between experience and specialization for the social studies specialization with more than 10 years’ experience. A significant effect was found for the trinary reactions between gender, experience, and specialization for males who were specialized in science and mathematics with experience of (1-5) years, and for females who were specialized in Arabic and English with experience of (6-10) years.
Downloads
References
Beblawi, H. (2007). The outcomes of the Century: Scientific and Humanitarian Achievements of the 20 Century. Beirut: Arab Foundation for Studies and Publishing.
Khataybeh, A. (2011), Science Education for All. Amman: Al-Masirah Publishing.
Zeitone, A. (2010). Contemporary global trends in science curricula and teaching. Amman: Al Shorouq for Publishing & Distribution.
Zeitone, A. (2013). Understanding the Nature of Scientific Enterprise in Light of the Project (2061) Criteria and its Relationship to Some Demographic Variables. Jordan Journal of Educational Sciences, 9 (2) 119-139.
Samida, W., & Grace, N. (2014). Analysis of the results of the 2011 international assessments in the Arab countries.
Elian, S. (2010). Curriculum and Methods of Natural Sciences: Theory and Practice. Amman: Al-Masirah Publishing & Distribution.
Mughrabi, A., & Zeitone, A. (2019). The scientific world view of the nature of science in light of project 2061 among upper basic stage students and how is affected by grade level and gender. Dirasat: Educational Sciences, 46(1).
Nsour, M., Salayta, B., Al-Khaseeb, S., & Sayyed, N. (2015). The Hashemite Kingdom of Jordan in Global Competitiveness Reports. Amman: Amman Chamber of Commerce.
Ahmad, H. (2016). Strategic Future Directions for Developing STEM Education in Higher Education in Egypt as a Driver of Innovation Economy. Journal of Education and Practice, 7 (8): 127-145.
Aikenhead, G. (1993). What is STS science teaching? In Solomon, J. and Aikenhead, G. (eds.). STS Education: International perspectives on reform: Teachers College.
American Association for the Advancement of Science (AAAS) (1993). Benchmarks for Scientific Litracy. NewYork: Oxford University Press.
Audretsch, D., Bozeman, B., Combs, K., Feldman, M., Link, A., Siegel, D., Stephan, P., Tassey, G., & Wessner, C. (2002). The Economics of Science and Technology. Journal of Technology Transfer, 27: 155 - 203
Barakos, L., Lujan, V., & Strang, C. (2012). Science, technology, engineering, mathematics (STEM): Catalyzing change amid the confusion. Portsmouth, NH: RMC Research Corporation, Centre on Instruction
Carnevale, A., Strohl, J., & Melton, M. (2016). What’s It Worth?: The Economic Value of College Majors. Washington, D.C: The Georgetown University Centre on Education and the Workforce.
Dikmentepe, E., & Yakar, Z. (2016). Preservice Science Teachers' Views on Science-Technology-Society. International Journal of Higher Education, 5 (2), 183-195.
Fischer, S. (2005). The relationship between economic growth and science and technology. In Rehovot Conference for Science and Technology, Rehovot, Israel, 9 June 2005.
Hestenes, D.(2013). Remodeling science education. European. Journal of Science and Mathematics Education, 1(1): 13-22.
Lin, W. B. (2003). Technology Transfer as Technological Learning: A Source of Competitive Advantage for Firms with limited R & D Resources. R & D Management, 33 (3): 327-341. http://dx.doi.org/10.1111/1467-9310.00301. Retrieved in 3 June 2017.
Martin, O., Mullis, S., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Science. Retrieved from Boston College, TIMSS & PIRLS International Study Centre website: http://timssandpirls.bc.edu/timss2015/ international-results/ Retrieved in 26 Aug 2017.
National Aeronautics and Space Administration (2012). Nasafy 2012 budget estimates, education. Retrieved 17 Aug 2017 from: URL: http://www.nasa.gov/pdf/516643main_NASA_FY12_Budget_EstimatesEducation.pdf
National Research Council (NRC) (1996). National Science Education Standards. Washington, D. C: National Academy Press.
National Research Council (NRC) (2010). National Science Education Standards. Washington, D. C: National Academy Press.
The Next Generation Science Standards. (2013). Standards Background: Research and Reports. Retrieved in 23 Sep 2017, from http://www.nextgenscience.org/development-overview.
Öztürk, E., & Doğan, D. (2013). Turkish Pre-Service Teachers’ Views of Science-Technology-Society: Influence of A History of Science Course. Journal of Baltic Science Education, 12(6), 793-802.
Purton, P. (2014). Big Science What’s Worth? Brussels, Belgium: Science Business.
Rothwell, J. (2013). The Hidden STEM Economy. Washington D.C. Brookings Institution.
Tripp, S., & Grueber, M. (2011). Economic Impact of the Human Genome Project. Columbus, Ohio. Battelle Memorial Institute.
U.S. Department of Education, Office of Innovation and Improvement (OII). (2016). STEM 2026: A Vision for Innovation in STEM Education. Washington, DC.
Vázquez, Á., Manassero, A., García, A., & Bennàssar, A. (2014). Teachers’ Beliefs on Science-Technology-Society (STS) and Nature of Science (NOS): Strengths, Weaknesses, and Teaching Practice. In Topics and Trends in Current Science Education. Contributions from Science Education Research, vol 1. Springer, Dordrecht.DOI: https://doi.org/10.1007/978-94-007-7281-6_8.
Vázquez, A., García, A., & Manassero, A (2014). Spanish students’ conceptions about NOS and STS issues: A diagnostic study. Eurasia Journal of Mathematics, Science & Technology Education, 10(1), 33-45.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
