Search results for: Mansour Nasser

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 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.