The effects of science, technology, society, environment (STSE) interactions on teaching chemistry

DOI: 10.4236/ns.2010.212173   PDF   HTML     10,577 Downloads   26,284 Views   Citations


This study aimed to investigate the effects of making Science, Technology, Society and En-vironment relations on students’ comprehen-sion of chemistry topics through teaching che-mistry using STSE approach at secondary level. The study made use of the research model where pre and post tests were administered to control and treatment groups. The Chemistry Achievement Test (CAT) was used in the study. The sampling consisted of Grade 9 students studying at Anatolian High School and Voca-tional High School. Since the sampling had not been equated, in order to determine students’ logical and spatial thinking skills, they were administered Logical Thinking Skill Test and Mental Rotation test as pretests. Students were chosen randomly to take part in two control and two treatment groups. This experimental study was applied to the treatment group in teaching of “Separation of Mixtures” topic in Grade 9 Chemistry course during a four-week period. Students in the control group were taught through the traditional teaching methods. The data obtained were analyzed through the SPSS Software. As a result of the study, statistically significant increases were observed in the achievement levels of treatment group which received instruction using STSE relations. The change observed in the achievement levels of the control group was not statistically signifi-cant. The difference between the achievement levels of control and treatment groups in the posttests were favoring the treatment groups.

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Yörük, N. , Morgil, I. and Seçken, N. (2010) The effects of science, technology, society, environment (STSE) interactions on teaching chemistry. Natural Science, 2, 1417-1424. doi: 10.4236/ns.2010.212173.

Conflicts of Interest

The authors declare no conflicts of interest.


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