PERCEPTIONS OF SECONDARY SCHOOL SCIENCE TEACHERS TOWARDS SCIENCE, TECHNOLOGY, SOCIETY AND ENVIRONMENT APPROACH

Abstract

The need to rebuild the educational system in order to answer the societal and individual needs, leads towards a “reformation” research in the rural setting of Pakistan. An individual who uses technology should meet the opportunity to gain the necessary knowledge, abilities, and attitudes in order to possess “science and technology literacy and creative thinking” abilities. In light of these aims, the current study focuses on exploring the perceptions of secondary school science teachers towards Science, Technology, Society and Environment (STSE) approach. The nature of the study was descriptive. Respondents of the study consisted of 100 science teachers (49 male and 41 female) selected by using stratified random sampling technique. Data were collected by using
self-developed questionnaire, which was based on more than one attitude measuring scale such as Likert scale, Osgood's Method (Semantic-Differential Method), rating scale, and Thurstone scales. The use of multiple scales makes it easy to respond as well as enhanced its validity and reliability. Collected data were analyzed by using descriptive statistics. Findings provide evidence that science teachers have positive attitude towards this approach and are shifting toward stronger emphasis on societal, and local as well as global environmental issues in their teaching practices. It also identified some major constraints, i.e. lack of physical resources, lack of teacher’s training and bulky curriculum. The study recommended for professional development of science teachers to address the concerns marked by teachers as well as changes are suggested to include social and environmental issues in the science curriculum.