Share This Article:

Science Education at the Polytechnic University of Baja California, México

Full-Text HTML Download Download as PDF (Size:219KB) PP. 993-995
DOI: 10.4236/ce.2012.326150    3,666 Downloads   5,294 Views  

ABSTRACT

The educational model that is currently being implemented with the Polytechnic University of Baja California (UPBC) students of Engineering in Manufacturing Technology is presented in this paper. This model gives us the pattern of how to deal with the problem of teaching the nature of science and technology with quality, in particular, questions about how science and technology validate their knowledge and how it works in today's world. The nature of science includes aspects of epistemology and sociology, and the relationships with science, technology and society (STS): complex and innovative contents in science education (Acevedo, 2000). Also shown is the result of applying the Opinions Questionnaire on Science, Technology and Society (OQSTS), which allows an assessment of the views and attitudes of students on STS issues. Understanding these concepts: Science, Technology and Society is considered by specialists as a central axis of scientific alphabetization for all and as such, should be incorporated into the curricula of higher education and especially in Engineering as it enables awareness and changing attitudes of the student to confront ethical and moral dilemmas.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Ruiz, M. , Salas, B. , Wienner, M. , Osuna, L. , Cordova, E. & Penaloza, U. (2012). Science Education at the Polytechnic University of Baja California, México. Creative Education, 3, 993-995. doi: 10.4236/ce.2012.326150.

References

[1] Acevedo, J. A. (2000). Algunas creencias sobre el conocimiento científico de los profesores de Educación Secundaria en Formación. Bordón, 52, 5-16.
[2] Acevedo, J. A., Vazquez, A., & Manassero, M. A. (2003). Papel de la educación CTS en una alfabetización científica y tecnológica para todas las personas. Revista Electrónica de Ense?anza de las Ciencias, 2, 80-112.
[3] Aikenhead, G. S., & Ryan, A. G. (1992). The development of a new instrument: “Views on science-technology-society” (VOSTS). Science Education, 76, 477-491. doi:10.1002/sce.3730760503
[4] Aikenhead, G. S. (2002). STS Education: Crusader for science education: Celebrating and critiquing the vision of Peter J. Fensham. New York: Routledge Press.
[5] Campanario, J. M. (1999). Consolidation for the scientist. Social Studies of Science, 23, 342-362. doi:10.1177/030631293023002005
[6] Driver, R. (1998). A constructivist approach to curriculum development in science. Science Education, 6, 109-120.
[7] Elfin, J., Stuart, G., & George, R. (1999). The Nature of Science: A perspective from the philosophy of science. Journal of Research in Science Teaching, 36, 107-116. doi:10.1002/(SICI)1098-2736(199901)36:1<107::AID-TEA7>3.0.CO;2-3
[8] Garritz, A., Porro, S., Rembado, F. M., & Trinidad, R. (2007). Latin- American teachers pedagogical content knowledge of the particulate nature matter. Journal of Science Education, 8, 79-84.
[9] Manassero, M. A., & Vázquez, A. (1999). Actitudes hacia la influencia de la sociedad en la ciencia y la tecnología. Arbor, 637, 45-72.
[10] Vázquez, A., & Manasero, M. A. (1999). New response and scoring models for the “views on science, technology-society” instrument (VOSTS). International Journal of Science Education, 21, 231-242.

  
comments powered by Disqus

Copyright © 2018 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.