approach to science technology and society

8/17/2019 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



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



Called renewal because itrequires ....



inuence

needs tobebalanced



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



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.



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



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



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

%



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



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



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



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



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



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



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

approach to science technology and society

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