أثر استراتيجية تدريسية قائمة على منحى العلم و التكنولوجيا و المجتمع STS في فهم الأبعاد الاجتماعية للعلم وفق التفكير الشكلي لدى طلبة الصف العاشر الأساسي

Abstract EN

The purpose of this study was to investigate the effect of using a teaching strategy based on Science and Technology and Society Approach on the understanding of social dimensions of Science according to formal thinking among basic tenth grade students.

The subjects of the study sample were chosen purposefully from the students of tenth grade that were selected from Alkrama secondary school within the Education Directorate in Assalt area / Al-balqa governorate who were divided randomly into two groups: experimental group students whom were taught by the strategy based on Science and Technology and Society Approach and the control group who were taught by the regular strategy.

Two tools have been applied for the study after investigation from validity and reliability for them, namely, the Test of Social Dimensions of Science and the Test of Formal Thinking.

The study revealed the following results: Students performed better with a teaching strategy based on on Science and Technology and society Approach over that of the regular strategy on the understanding of Social Dimensions of Science and explained (%7.75) of variance in the dependent variable.

The results so showed that there was no significant statistical difference in the understanding of Social Dimensions of Science attributed to formal thinking.

The results showed a significant statistical effect attributed to the interaction between a teaching strategy and formal thinking on the understanding of Social Dimensions of Science