The Inclusion of Standards of Integrations between Science Technology Society and Environment (STES) in the Sciences Textbooks in Jordan: Analytical Study
DOI:
https://doi.org/10.35516/edu.v51i4.8878Keywords:
Science, technology, society, environment (STSE) standards, biology textbook, physics textbook, earth sciences textbook, chemistry textbook, tenth grade.Abstract
Objectives: The study aims to identify the extent to which the criteria of the Science, Technology, Society, and Environment (STSE) approach are incorporated into the biology, physics, earth science, and chemistry textbooks for the 10th grade in Jordan.
Methods: The descriptive-analytical method was employed to achieve the study's objectives. A tool for analysis was developed, consisting of eight domains, which were validated for reliability and accuracy.
Results: The results showed that the highest percentage of STSE criteria incorporation was in the 10th-grade biology textbook, with 41%, followed by the earth science textbook at 32%, the chemistry textbook at 16%, and finally the physics textbook at 11%. These percentages were compared to the inclusion of STSE criteria in the 10th-grade biology textbook. The findings also revealed statistically significant differences in the incorporation of STSE criteria across the chemistry, physics, biology, and earth science textbooks, in favor of the biology textbook, followed by the earth science textbook, then the chemistry textbook, and finally the physics textbook.
Conclusion: The study concluded that there is a need to develop the physics and chemistry curricula for the 10th grade, with a focus on incorporating STSE criteria and addressing issues related to the student's environment and society.
Downloads
References
Calado, F., Scharfenberg, F., & Bogner, F. (2018). Science-technology-society-environment issues in German and Portuguese biology textbooks: influenced by the socio-cultural context? International Journal of Science Education, 8(3), 266-286. https://doi.org/10.1080/21548455.2018.1486051
Gresch, H., Hasselhorn, M., & Bögeholz, S. (2017). Enhancing decision-making in STSE education by inducing reflection and self-regulated learning. Research in Science Education, 47(1), 95-118. https://doi.org/10.1007/s11165-015-9491-9
Harris, D. (2017). STEM vs STSE in the Canadian Educational Context: A False Dichotomy. Journal for Activist Science and Technology Education, 8(1),22-25.
Hart, P. (2010). Environment in the science curriculum: The politics of change in the pan- Canadian science curriculum development process. International Journal of Science Education, 24(11), 1254- 1329. Retrieved on November 23, 2021 from: https://jps.library.utoronto.ca/index.php/jaste/article/view/29153/21704
Hess, D. (2021). Science, technology, and society: New perspectives and directions. MIT Press.
MacLeod, K. (2017). Physics Education and STSE: Perspectives from the literature. European Journal of Physics Education, 4(4), 1-12. ISSN 1309-7202. Available at: https://eu-journal.org/index.php/EJPE/article/view/96
Kleinman, D. & Moore, K. (Eds.). (2018). Understanding science, technology, and society in an age of changing landscapes. Routledge.
Pedretti, E. & Nazir, J. (2011). Currents in STSE education: Mapping a complex field, 40 years on. Science Education, 95(4), 601-626. https://doi.org/10.1002/sce.20435
Waddington, D. & Imbriglio, A. (2011). Relegated to the Margins? The Place of STSE Themes in Québec Secondary Cycle One Science Textbooks. Canadian Journal of Science, Mathematics and Technology Education, 11, 160- 179. https://doi.org/10.1080/14926156.2011.570473
Wright, R. & Boorse, D. (2021). Environmental science: Toward a sustainable future (14th ed.). Pearson
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Dirasat: Educational Sciences
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Accepted 2024-10-23
Published 2024-12-15
