Wanngam Marakrong Khon Kaen University, Thailand Chokchai Yuenyong Khon Kaen University, Thailand

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1 ENHANCING THAI STUDENTS SCIENTIFIC LITERACY IN LEARNING ABOUT WORLD PHENOMENON AND SPACE TECHNOLOGY THROUGH YUENYONG (2006) SCIENCE TECHNOLOGY AND SOCIETY (STS) APPROACH Wanngam Marakrong Khon Kaen University, Thailand Chokchai Yuenyong Khon Kaen University, Thailand The research aims to study scientific literacy on the topic of Phenomenon and Space Technology for the 6th grade students at Ban Moung School, the Office of Khon Kaen Educational District in area 1. The subjects were 27 students in the 6th grade registered in the first semester of the year 2009 at Ban Moung School, Ampur Moung, Khon Kaen provience. The research is a qualitative research using a conceptual framework of interpretive paradigm. The interpretive paradigm stresses on interpretative analysis of performance in the form of habit of mind that each student performs to explain and interpret scientific literacy. The objective of the study is to make students create scientific ideas in the way of life. The research tools consist of the experiment tools and data collection tools. The experiment tools are the plans to operate activities in the literacy of phenomenon and space technology following scientific ideas technology and society. The data collection tools combine with 1) participant observation 2) individual and group interview in the informal and no structure forms 3) students tasks and journal writing 4) the results of all students collecting from all activities of each student groups. The data was from sample groups taught by Science Technology and Society (STS) approach. They were compiled from participant observation, interview, journal writing, task results and tests. All the results were analyzed. The result analysis found that the study of phenomenon and space technology through Yuenyoug (2006) Science Technology and Sciety (STS) approach encouraged the students generate 3 aspects of scientific literacy. The first aspect was an understanding in nature of science. The students made sense of the world s nature. They also had reasonableness and imaginary to be able to express and predict all things about science. The second aspect was an understanding in scientific knowledge. The students knew concepts principles and cognitive science knowledge. They were able to apply the knowledge in various situations occurring in every life. They also realized the relationship between science and technology. The third aspect was the habits of mind. The students appreciated scientific values, had positive attitudes in science, and knew how to use skills essential to seek for scientific knowledge that combines with calculation, evaluation, using management skills, observation, communication, and analysis to find solutions discretionally. Keywords: science/ technology and society (STS), science literacy/phenomenon and space technology Introduction The curriculum and the study of science in all countries around the world trend to prepare people to deal with the changes in development and society in their countries. Therefore, many national and international projects are revolutionized in scientific study to make all of their population understand scientific and technology literacy. The study of science and technology plays important roles in the development of human resources. It is also fundamental to the economic and social development of countries. To create a quality life and live happily to occur with all people, life and career, everyone requires more every time inevitably because science has 1

2 developed how to make people think and ideas rationality. Creativity, critical thinking skills are important in the discovery knowledge to make people have ability to solve problems systematically. In making decision, they can search for various information and evidence than can be monitored (Institute for the Promotion of Teaching Science and Technology, 2003). In teaching science, scientific teaching to know scientific literacy is different from other teaching because it prepares learner to be scientists. The teaching purposes are not worrisome because it teaches the learners who already want know science. The students will be done in any way to satisfy curiosity that they want to learn. Teaching to the public to know about science needs to be discussed to the advantages that people earn from learning science in the real-life or another. If people know science in any one subject, they will do better life. This may help the many social needs of each share (Mateapinitkyul, 2005). Scientists and educational scientists have to learn the meaning of scientific literacy. A common view of scientific literacy in Thailand, is that of a person: (1) who holds understanding of scientific knowledge and the relationship between science, technology, society, and environment; (2) engages in thinking process and reasoning to investigate knowledge; (3) possesses scientific habits of mind for living. Scientific literacy must develop their intelligence the same as the base of pyramid that consists of 3 sides (Yuenyong & Narjaikaew, 2009). The intellectual development of learners is a basic necessity. Teachers need to realize how learning happens. What the level on developing the ability to think and advanced learners are. Understanding environment is a collection of facts and other information by observing data. The observers can predict which events could have occurred naturally. This is an understanding the environment in a higher level. People can explain about natural phenomena. Understanding of environment Scientific Literacy Habits of mind Intellectual development Thinking process and reasoning to investigate knowledge Figure 1: Analogy of Scientific Literacy For the thought process in the quest of knowledge, scientists need to know how to use the process. The scientific quest can find the knowledge and organized action, interpretation of environmental data. The psychological science is a key part of the soul. It is the power that enables people who have scientific knowledge thinking reasonably, having a strong spirit to fight to be healthy and good lives. Those people are welcome to share their thought with others and update their knowledge continually. Teaching people to have a scientific mind can not do directly. But teachers also play a role, which will indirectly influence students to have 2

3 a scientific mind. Teachers must be interested in the environment and confidence in the ability to learn the environment. Teachers will be shown by actions. Ask questions and enthusiasm or commitment to the knowledge sought. And teachers can enhance students' thinking was. The students can choose activities to try to fit students' abilities. The student activities will be successful. This ensures that students can seek to stop learning. These will enable students who have a scientific mind. According to Savatmu research, he studied the characteristics of people who know scientific literacy along the ideas of Thai scientists (Savatmu, 2002). The researchers have taken a personal characteristic of scientific literacy on the concept of scientific study of Thailand. People with scientific literacy includes knowledge of science in 3 aspects as follows. (1) To understanding the nature of science is to understand the nature of the world of science and nature simultaneously. Students will understand the nature of science if students understand the 3 issues: 1.1) The Scientific World view Students must understand that we can understand about the natural world. Scientific knowledge is sustainable in scientific thinking. Thus, science can not answer all questions completely 1.2) Scientific inquiry Students need to understand that science is like a combination of mental scientific evidence. Science is used to describe and predict things. It can be efforted to identify and eliminate bias. Science is not authorized. 1.3) The Scientific enterprise Students must understand that science is a complex social science activities. Science is leading organizations to define roles and activities of institutions. The actions of science must agree with the ethical. Scientists are both as individuals and as special citizens. They should be involved in public. (2) Cognitive Science Knowledge is a factual understanding mind principles resolved scientific laws and theories. There is ability to bring scientific knowledge and skills to use in situations in everyday life. Therefore, people recognize the relationship between science and technology. (3) The Habits of mind are the scientific attitude students. They have the skills necessary to seek scientific knowledge which consists of the computation and estimation, the manipulation and observation, communication skills and thinking the answer with a critical eye. Therefore, the current science education should focus on the learners knowledge of scientific literacy in the decision-making problems and appreciate the importance of science and technology in society. It is a known fact, concepts, principle and theories of scientific knowledge can be adapted to situations in everyday life. Processes can find the quest of scientific knowledge, understanding the nature of science. The importance of science and technology, social impact each other including the attitude and interest about science (Champage & Klopfer, 1982). 3

4 The conditions of scientific knowledge and learning that occur most often a key goal to attend the examination. Therefore, most students understand that science students must learn to understand to do a recognition test only. This makes learning science is not a perfect science. Management learning should not promote this reason and not promote problem solving skills. It become a science that is not related to daily life. Remember just because it is knowledge-based test only. This attitude could cause the Thai society is less a science. When the conditions of society must decide together what is decided by the indiscretion. In the other words, the sense decision may cause negative effects on self and society in Thailand in a long-term (Yuenyong, 2005).Therefore, teachers should focus on learners to learn the nature of science, know how to use scientific process skills, recognize the relationship between technology and social sciences as well as learning to live naturally peaceful with others, cultural society and with nature. Learners need to know how to think logically, how to solve various problems systematically. This will result in the development of intelligence. That is to expose students to scientific literacy. According to STS Approach, the researcher has divided these activities into 5 steps along with the concepts of Yuenyong (2006). (1) Identification of social issues stage: this stage identifies social issues because of science and technology. It requires teachers encourage students aware of social issues because of science and technology and appreciates that his involvement will help find answers to such issues. To make students aware of issues that interest the quest of knowledge to find answers to social issues related to science and technology. The teachers may represent the situation or local events. In communication, the Social Issues in real places offers products such technology. (2) Identification of potential solutions stage is to have students check their own potential in answer to the social issues that the students realize that due to issues of social science and technology. In this step, students must plan to find answers to problems. The students will examine their own potential determined by their existing knowledge. Learn more and find the plan that will encourage students to find answers. (3) Need for knowledge stage: students must study scientific knowledge related to the problem, so this step is an opportunity for teachers to manage learning science oriented skills and scientific processes by probing trials with good data base. People use science in deciding which way to find answers of social issues. (4) Decision-making stage: students will learn to use the knowledge to review ways to solve problems. Students must decide whether the problem is other. That is in any way. Students gathered scientific knowledge and science to design different ways to find answers by building model systems or ideas to be used in real society. The student must consider that the approach is possible or not. How good or bad of the reasons to be used their local. 4

5 (5) Socialization stage: the process of social reflection of students reviews their ideas as shown to resolve it by offering or doing things in the design stage in social decision. So that students can exchange ideas or to check their ideas with the most appropriate. In this stage, students may offer ideas for the society. By writing a letter to local leaders about various social issues guidelines for quiz answers in the web board assumed the role science projects. Exhibit or organize various projects and campaigns with hearing ideas from participants. From the importance of scientific knowledge of citizens in the country as well as teaching and learning activities by technology and social science approach, STS Approach, the researcher has seen that the idea of teaching science and social science technology is another alternative in the teaching and learning science in elementary education level. The learners will be able to develop a scientific understanding, skills in scientific processes. They can also develop scientific attitude, creative thinking, awareness of the relationship between science and technology on society. Moreover, they can bring scientific knowledge and technology to provide benefits in daily life. Research Questions Teaching and learning Activities of Science, Technology and Society (STS Approach) of elementary school education, grade 6 on phenomena and space technology have a path that resulted in how scientific knowledge is. Methodology This research is qualitative research. The framework uses the concept of interpretative paradigm which focuses on interpretation of performance. The characteristic of a scientific student is expressed and interpreted. The scientific literacy of students intends to give students an idea of the lifestyle that is scientific. The target group The Targets of this study are 27 students of the elementary school in grade 6 registered in the first semester of the year 2009 at Ban Non Muang, Muang district, Khon Kaen province, Office of Educational Area 1. Data collection The research has collected data between August 1-30, 2009 as follows. (1) The teaching and learning plans use knowledge based technology and social science ideas about phenomena and space technology in the topic of the waning moon waxing moon. Learning activities begin with students explanation about the nature of the moon, as was observed in each day. Students read articles from newspapers and moon light on growth. Moon smile and then discuss. Linked to everyday life by teachers to set questions, the issue that "students have seen the moon look at how different" as the teaching assistants to research records in the process of learning. 5

6 (2) Students set of issues concerns the nature of the moon, as was observed from the article about moon, sun grown, and moon smile to lead the search for answers, for example, why some nights the moon is not full in some nights. Then chipped away to students grouped together and questioned them in both classes. The question of students may duplicate. (3) Each group of students raising ideas. To find that their group is known what will be a way to find answers and provide operational plans for teachers, teachers will provide feedback to appropriate. (4) Students begin to search for information from the Internet according to the answers that each group offers. Teachers make students more experimental side on the waning moon occurs and how to do calendar moon. Then students answer questions from the trial. (5) Each group of students together to debate brainstorm together to make decisions for themselves that the group's conclusions. We will know more next to the waning moon in daily life or not. Then used to do Why "and then represent each group presented the results of group discussion. (6) Members of each group brought their own ideas and knowledge from a large group to discuss ideas for the way forward in knowledge and a waning moon calendar moon. To transfer to the school community or individuals involved, such as the release of a leaflet by post audio line to have a social understanding of consistent about natural phenomena that occur. (7) Students do exercises. Written questions that reflect a sense among students about the knowledge that has been bringing knowledge to use and feel to learning. (8) All information gathered from observation. Interviews reflect a sense of the written test and interviews from the students more for some missing data and analysis. Data analysis The research tries to interpret scientific literacy in each of the characteristic expression of the scientific student elementary school education, grade 6 on phenomena and space technology from the students answers, the interview, diary writing and observation of all. The data analyzed by analysis of habits through a scientific expression to students. Then discussed and interpreted. Habits of mind is that students expressed that the scientific literacy of each side or not and how. The habits of people who know scientific literacy along the concept of educational scientists in Thailand (Savatmu, 2003) means that individuals with scientific literacy consists of 3 aspects as follows. 1. Understanding the nature of science. 2. Understanding cognitive science knowledge 3. Habits of mind - Scientific attitude - Skills necessary to seek scientific literacy consists of calculation, evaluation, management and 6

7 observation skills, communications, critical thinking with a critical eye. Results and Discussion This research studies on scientific knowledge of elementary school students, grade 6 in learning about phenomena, space, and technology. The scientific, Technological and social approach, STS approach, aims to study the science knowledge of students during learning activities. This is a qualitative research that focuses on interpretation. The interpretive Research offers the following data analysis, respectively. 1. The scientific literacy of students. 2. Advantages of learning activities along the concepts of STS Approach 1. The scientific literacy of students. Learning activities about phenomena, space and technology along the concept of STS Approach of Yuenyong (2006) and 5 steps: 1) identify social problems, 2) ways to solve the problem, 3) How to know 4) decision step 5) social process Students know the cause of science in each of which can analyze the scientific knowledge of students to answer questions from the interview observing learning behavior. Writing reflects the feeling after school and found that the students test about knowledge of the science answered in 3 areas. 1.1 understanding the nature of science: students understand about the nature of the world that scientific ideas can change. Science is reasonable to find the answer combined with imagination. They also understand that science is not all that powerful natural phenomena can be explained. 1) The Scientific World view, for example, "... Now learn about the moon, the students know that cause natural phenomena is the waxing and waning moon, but we know that the description of the waxing moon waning moon is... "(Somsak): Write reflect feelings and interviews. "... Now learn about the moon and know that something on the moon, not a hare that had thought to find a teacher to explain to friends who need to listen for the Internet..." (Purinut): Write reflect feelings and interviews. 2) Scientific inquiry, for example, "... look at the moon as seen is the full cut of nearly half the full moon day notice no difference between the questions of why the shape of the moon. different ideas each day by thinking that the moon must be mobile is still not any time to see the moon because it is not the same... "(Taksinapon): illustrator words. describes the set questions and issues check interview. "... Wannepey is on full moon light. The match day 15 night on full moon light show that the sun with the moon in the same way. If your grandmother ever say what day the bright full moon will have good things happen in life that a woman charged more because of natural phenomenon that should be good due to action by his teacher in the Department of society... ". (Awika): The questions and interviews. 7

8 3) The Scientific enterprise. For example, "... I would like to build spacecraft, scientists will bring me up to my spaceship on the moon to explore what some on the moon to tell people back. the world to know... "(Chanon): interviews. 1.2 Cognitive Science Knowledge: students can describe natural phenomena with scientific principles and theories. To apply knowledge in various situations in daily life and awareness of the relationship between science and technology, for example. "... The above trial was waning moon happen concluded that. Waxing waning moon occurs because the moon orbiting around Earth. As the moon moved in each night to reflect light from the sun is different... "(Sitiphong): The question of the trial. "... Bring the knowledge forward to the waning moon in a lunar calendar. Lunar calendar begins with the next 1 to 15 evening dinner to follow the words of Ram 1 Ram 14 Ram 15 evening dinner or an even number month is counted as RAM 15, called full moon night of the month will be odd. to stay the night is called 14- month absence... "(Apiyya): The question of exercises and interviews.. "... The side of the waning moon affect the sea and sea into which the fishermen will use the moon to observe professionals..." (Panjamaporn): The question of practice. "... When we see the moon, we can know that time is waxing or waning moon and full moon, if we know that is his day..." (Tuksinaporn): The author reflects feelings. "... We can search the natural phenomenon from the Internet. Books and many scientific books, books... "( Chattariga): The author reflects feelings. 1.3 Habits of mind: Students appreciate science. They have a good attitude to science and recognize the skills necessary to seek scientific knowledge consists of the calculated estimates of the management skills of observation, communications and critical thinking answers with a critical eye, for example: "... This course was very fun day. Received knowledge. Science is not difficult. Glad to have the opportunity to express their opinions... "(Satakit): The author reflects the feelings and interviews. "... Science is a subject that is useful to describe the natural phenomenon..." (Panneung): The author reflects feelings. "... From the date through the next 144 times up and then calculated from 1 March next year to 1 time and 1 is 12 times more forward, so now I am 12 years old and above to be 12 * 12 = ". (Chanon): questions from the exercises. "... Mice 5 days notice to the moon, it is not that it was moving ever nature it is not the same woman that runs it around the world..." (Tanyaluk): interviews to answer questions. "... If upon the moon to see the world come to see the phenomenon of waning moon waxing moon look like 8

9 on the world because the world it reflects light from the sun and moon as the moon does not light the world and in themselves..." (Mongkolchai). : The question of the test. 2. Advantages of learning to the idea management process, technology and social sciences. Learning activities based on scientific concepts and technologies will begin with a social situation. And information about natural phenomena that occur, such as moon light growth. Moon smile. Questions and students set to study the problems that interest students. Then, students find ways to plan the search and then search the planning process by using search technology answers to specific questions. Such as the discovery of the book. Internet search query well see TV. Then decide on issues and answer questions together. And resulted in findings that are reliable, can be referred to as the summary together with the side of the waning moon and bringing knowledge to the waning moon waxing in everyday life to be broadcast to give. Others and access knowledge in the natural phenomenon that is correct. The form of such activities will enhance and develop students with the scientific activities of students through the process. 1) Students learn the nature of science. 2) Students understand scientific knowledge knows the principles and theory of mind resolved. Cognitive Science Knowledge. 3) Enhancing Habits of mind. 4) Students recognize the importance of learning yourself. Conclusion According to the results, the research can be concluded that learning abilities about phenomena and space technology along the concept of Science, Technology and Society (STS Approach) of Yuenyong (2006) encourages the students to know in 3 aspects 1) Understanding the nature of science. They learn that science is reasonable and imagination. It can explain and predict things have. 2) The students understand scientific literacy. They know Cognitive Science Knowledge. The students can apply knowledge in various situations in daily life and awareness of the relationship between science and technology. 3) In the Habits of mind, the students appreciate science, have a good attitude to science and recognize the skills necessary to seek scientific knowledge consists of the calculated estimates of the management skills of observation, communications and critical thinking answers with a critical eye. Nature of scientific knowledge of students is represented by the interview questions behavioral observations of learning. Writing reflects the feelings and doing exercises. Suggestions 9

10 1) The research should study the results of learning activities based on science and technology concepts in social science on other contents and other courses to be basis of other courses that will be studied in the further. 2) The learning activities by technology and social science concepts are time-consuming activities. Each stage should plan activities to suit the time and regardless of level of learning in each age group. 3) Before learning activities in each knowledge, students need to review all of the time. Students remember only in the Teaching time and then forgotten because the content protection through the school. References Boujaoude, S Balance of Scientific Literacy Themes in Science Curricula: the Case of Lebanon. International Journal Science Education. 24(2): Chinawong, K. (2001). Teaching of the Science, Technology, and Society Program using natural classroom. Academic journals. 11 (11): Champagne,A.B.&L.E.Klopfer.(1982). Action in a time of crisis.science Education,66(7): Institution for Promoting Science and Technology (IPST) The Manual of content of science learning. Bangkok: Curusaphaladphoa. Mateapinitkyul, P. (2005). A study on scientific literacy of grade 9 students in Bangkok metropolis and its vicinity. Srinakharinwirot: Dissertation, Ed.D in Science Education, Srinakharinwirot University. [in Thai] Padporparn, R. (2002). Scientific Literacy of Mathayom Sueksa 3 Students as a Result of the Science, Technology, and Society Program of Instruction. Khonkaen: Thesis of Master Degree in Science Education, Khon Kaen University. [in Thai] Pochatanti, N. (2001). Teaching of the Science, Technology, and Society Program. Journal of Songkhanakarin University.7(5) Savatmu, S. (2002). A study of the Characteristics of Scientific Literacy. Khonkaen: Thesis of Master Degree in Science Education, Khon Kaen University. [in Thai] Yuenyong, C., Jones, A., and Yutakom, N. (2008). A Comparison of Thailand and New Zealand Students Ideas About Energy Related to Technological and Societal Issues. International Journal of Science and Mathematics Education. 6(2): Yuenyong, C. and Narjaikaew,P. (2009) Scientific Literacy and Thailand Science Education. International Journal of Environmental and Science Education.(in press) 10

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