Promoting Science Affinities through a Video Project in a Science, Technology, and Society (STS) Learning Approach
DOI:
https://doi.org/10.46328/ijemst.3049Keywords:
Science teacher education, Science-technology-society, Identify formation, Self-efficacy, Growth mindsetAbstract
Lack of awareness about the interconnections between Science, Technology, and Society and students' dislike of studying science have led to many environmental and social problems. During the COVID-19 Pandemic, students experienced difficulties accessing educational resources and demanded new programs to support their academic science experiences. Thisstudy designed a science outreach program, a video project competition using a science, technology, and society (STS) learning approach and exploredits effects on 13 randomly selected students (Grades 4-11). This video projectemployed three foundational theories—identityformation,attitudes toward science, and growth mindset—toincreasestudents’affinitiesinscience and assess the program's effects.Pre-and post-survey data showed that the video project using the STS approach did not have statistically meaningful effects on the participants who had high achievement in STEM areas. However, their interviews suggested that this study helped to sustain and increase their affinities and science learning even during the Pandemic by involving them in the learning process, understanding Science and Technology in our society, and making decisions for society's future.
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