Approach to Science Technology and Society

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Approach to science

technology and socieBY GROUP III

BERTHA TANDI

DIAN AGGREANI

AYYUB ZULFALJRIN

EUNIKE CRISTY PADATI

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• Seen as a renewal of science education and secondary education around the wo

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Called renewal because itrequires ....

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inuence

needs tobebalanced

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 Therefore, science education should be able to psupplies to the students, in order to live in a deenvironment in accordance with the developm

science and technology

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U!SC" #$%&'# suggests scienceeducation in schools should act a

• )elp learners develop intellectual logical thin*ing and problem solving

• )elp learners *now and understanand technology in improving quality

• )elp learners *now and understanand technology in improving quality

•

)elp learners acquire supplies,principles of science and technoloto be encountered in later life.

• )elp learners to master other sub!nglish and mathematics.

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ational teacher association -STA in the United Shave identi/ed the things that include ST0, ie ..

$. 1earners identify the problem to the environment.

2.  The use of local natural resources.

'. The active participation of learners in loo* for informationthat can be applied to resolve the problems faced in the realenvironment.

3. Time continuous learning, both classroom, outside theclassroom or in school, or outside of school hours.

$

2'3

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e+t..4. 1earning emphasis on the impact of science and technology to each

learner.

5. The subect matter is not ust a concept that must be mastered bystudents but more than that.

6. Completion issues emphasi7ed on the use of process s*ills bylearners.

&. !mphasi7ed career awareness, especially related to science andtechnology.

& 56

4

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e+t%. "pportunity for learners to act as citi7ens

when it can address the issues identi/ed.

$8.9dentify ways that allow science andtechnology to solve the problem the ne+tday.

$$.Some autonomy in the learning process.

$$ $

8

%

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 The di:erence between the studentsfollowed the ST0 with a disobedient

APPLICATION OF LEARNING MATERIALS

1earners see the material bene/ts theylearned

1earners can connect their leareveryday life

1earners can not connect science learnedwith today;s technology

1earners pay attention to the dof technology and through the they see the bene/ts and relev

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CREATIVITY 

1earners lac* the ability to as* 1earners more as* and often prune+pected questions that teac

1earners are not e:ective in identifying the

cause and e:ect of a particular situation

1earners are s*illed in identifyincauses and e:ects of speci/c o

and activities

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KNOWLEDGE

Knowledge necessary to carry out tests Learners see scientific knowl

something in need

Knowledge is only seen as a result of

learning

Knowledge is seen as a prepa

solve problems

Retention is rapid Learners longer then forget th

information that was obtained

carry out a transfer of learnin

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PROCES

Learners see science process skills

 possessed as scientists

Learners see the process of sc

skill that they can use

Learners see the process as something to

 practice as a requirement

Learners see the process of sc

skill that needs to be develop

own need

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Attitude

Learners only have a few ideas Learners continually has i

Ask learners to science decreases

with increasing

Interest of learners in scie

increased from level ketig

Science lowered curiosity Learners are more curious

the physical world

Teachers are considered as a

conduit of information

Teachers as facilitators

Learners see science to be studied Learners see science as a

solve problems

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 The pattern of learning activitieSTS

Intro understanding of the principle of Science!esign and "reate #ork TechnologyTrial #ork TechnologyRepair and improvement of "ommunity Technology Issues$nvironmental improvement suggestions

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 The pattern of learning activitieSTS< understanding of the principles of science

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