Students’ versus their teachers’ beliefs and positions on science/technology/society‐oriented issues.

Abstract

The beliefs and positions of Grade 11 students who were enrolled in a science/technology/society course (STS students) and those who were not (non‐STS students) as well as their respective STS and non‐STS teachers were assessed on a provincial scale in British Columbia. The STS beliefs and positions profiles (SBPP) of these target populations have been established and that of the STS students compared with that of their STS teachers and with non‐STS Grade 11 students. Similarly the SBPPS of non‐STS students and their teachers were compared. Significant differences between the SBPPS of STS students and teachers, non‐STS students and teachers, and STS and non‐STS students, were found on most of the topics/issues assessed. These results and the analysis of data suggested that: STS education rather than STS ‘indoctrination’ is the norm in STS courses teaching. The goal of ‘STS‐literate’ students (and, apparently, teachers) has not been achieved as yet. The long‐term retention capability of the established and desired SBPPS in STS students is questionable.

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