NITHIRAT ARYOWONG

Assco.Wimol Sumranwanich

Chokchai Yuenyong, Ph.D Science Education Program, Faculty of Education, Khon Kaen University

Enhancing Thai Students' Scientific Literacy in Learning about Genetics and DNA Technology through Yuenyong (2006)’s Science Technology and Society (STS) approach

Everyone will need to be

developed for scientific literacy.

In order to have a better

understanding of natural and

man-made technology.

Knowledge can be use rationally creative and moral.

Ministry of Education, 2009

“Preparing students to be

sophisticated enough for the

future. Be able to use

knowledge in real life. The

idea was to be done and

solve the problem”

the Promotion of Teaching Science and Technology.2002

The goal of science education in

Thailand is set in the framework

of Scientific literacy, with

emphasis on scientific

knowledge. Science and nature of

the relationship between science,

technology and society.

Yuenyong & Narjakaew. 2009

SCIENTIFIC LITERACY OF PISA 2006

“Scientific literacy :

An individual’s Scientific knowledge and use of that

knowledge to identify questions, to acquire new

knowledge, to explain Scientific phenomena, and

to draw evidence based conclusions about science-

related issues, understanding of the characteristic

features of science as a form of human knowledge

and enquiry, awareness of how science and

technology shape our material, intellectual, and

cultural environments, and willingness to engage

in science-related issues, and with the ideas of science, as a reflective citizen”

the average of the OECD

563 542 532 531 522 511

393

300

350

400

450

500

550

600

Pinland Hong Kong Thi pei Japan Thailand

421

Scores of Scientific literacy

The assessment of scientific literacy of the Programme for International Students Assessment : PISA2006 (IPST. 2008)

Korea Macau Indonesia

400

410

420

430

440

450

PISA 2000 PISA 2003 PISA 2006

Score

Trend of Scientific literacy of Thai students. (PISA 2000 – PISA 2006)

Institute for the Promotion of Teaching Science and Technology. 2008

To achieve the goals of science

and technology teaching and

learning science in schools is the

need to make students

understand that science and

technology are part of society.

Bybee et al. 2000

Science, Technology and Society

(STS Approach)

is a concept of teaching and learning science in the

context of their experience to provide. students'

knowledge in the subject. Enhancing the use of

process skills. Students will develop the creativity

Attitudes toward science. Concepts used in science

and the scientific process in everyday life.

Yuenyong & Narjaikaew. 2009

YUENYONG (2006)’S SCIENCE TECHNOLOGY AND SOCIETY APPROACH

Identification of social issues stage

Identification of potential solutions stage

Need for knowledge stage

Decision-making stage

Socialization stage

1

2

3

4

5

a new economy

molecular economy

biotechnology

nanotechnology

materials science technology

Ministry of Science and Technology. 2004

genetic engineering.

Modern genetics become important in the life

of the general population is 1 in 5 of the

emerging issues that formed and

began to affect the lives of people throughout the world

Ministry of Science and Technology. 2008

lack of public understanding

of basic science and genetic significance.

Lanie, 2004

The teaching method was difficult to develop

modern genetics literacy

genetic engineering

production and consumption of GM or GE

These issues affect both direct and indirect, and needed

to make decisions in everyday life

Alozie & Krajcik, 2007

Research Questions

The students were given activities through Yuenyong (2006)’s science technology and society (STS) approach will

be scientific literacy about genetics and DNA technology or not? and how?

The purpose of the research

The purpose of this research was to enhance Thai students’ scientific literacy in learning about Genetics and DNA

technology through Yuenyong (2006)’s science technology and society (STS) approach.

METHODOLOGY

QUAN

QUAL

Compare

and

Contrast results

Interpret

QUAN + QUAL

Mixed method research Triangulation Design: Convergence Model

Qualitative Data

Quantitative Data

Participant observation

Interviews

Students’ journal writing

scientific literacy test

The target group 32 Grade 12 students, the first semester of 2010 academic year, Nongwapittayasan School, Nakonratchasima province, Northeast of Thailand.

Step 1: Identification

of social issues stage

Step 2: Identification of

potential solutions stage

Step 3: Need for

knowledge stage

Learning activities

Step 4: Decision-making stage

Step 5: Socialization stage

Learning activities

Results and Discussion

FIGURE 1. SIX PROFICIENCY LEVELS FOR SCIENTIFIC LITERACY

0.00

10.00

20.00

30.00

40.00

50.00

60.00

1 2 3 4 5 6

Level

Perce

ntage

(1) The use of GMOs in agriculture to increase productivity.

Add nutritional value. Medical and environmental. (2) They confused about the use of GMOs in terms of food and biological safety. (3) Students see that "The use of genetically modified living organisms (GMOs)" is an issue that must learn to have clear and accurate.

Students also commented on the development of agricultural production in Thailand should

follow the sufficiency economy philosophy. And New Theory. This method should allow

Thailand to escape the path of GMOs.

Conclusion

Learning abilities about genetics and DNA technology along the concept of Science, Technology and Society (STS Approach)

of Yuenyong (2006) encourages the students’ scientific literacy

Thank you very much

for your kind attention