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scientific literacy, enhancing scientific literacy, genetics and DNA Technology, science technology and society approach, sts approach, การรู้วิทยาศาสตร์, การจัดการเรียนการสอนวิทยาศาสตร์, รูปแบบการจัดการเรียนการสอนวิทยาศาสตร์, วิทยาศาสตร์ เทคโนโลยีและสังคม, ณิชัชฌา, การส่งเสริมการรู้วิทยาศาสตร์
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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