Source: Journal of Science Teacher Education, Volume 21, No. 5, p. 513-534. (August 2010).
The failure of much curriculum innovation has been attributed to the neglect by innovators of teachers’ perceptions.
The purpose of this study was to examine inservice science teachers views of integrating Science, Technology and Society (STS) issues into the science curriculum, and identify the factors that influence their decisions concerning integrating STS issues.
The study used mixed methods which included questionnaire and interviews.
The participants were Egyptian science teachers who teach science courses for 12- to 14-year-old students.
The findings indicate that unless curriculum developers take account of teachers’ beliefs and knowledge and the sociocultural factors that shape or influence those beliefs in designing and planning new STS curriculum materials, these materials are unlikely to be implemented according to their intended plan.
Related items:
- Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating TPACK Framework into the Curriculum: A Study of Teachers’ Perceptions
- Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers’ TPACK Development through Assessment of Lesson Plans