Evaluation of a Teaching Sequence  Regarding Science, Technology and Society Values in Higher Education

María Amparo Oliveros; Alejandra García; Benjamín Valdez

doi:10.4236/ce.2015.616179

Home > Journals > Social Sciences & Humanities > CE

Creative Education > Vol.6 No.16, September 2015

Evaluation of a Teaching Sequence Regarding Science, Technology and Society Values in Higher Education ()

María Amparo Oliveros¹, Alejandra García², Benjamín Valdez²

¹Manufacturing Engineering, Polytechnic University of Baja California, Mexicali, México.
²Institute of Engineering, Autonomous University of Baja California, Mexicali, México.

DOI: 10.4236/ce.2015.616179 PDF HTML XML 3,297 Downloads 3,792 Views Citations

Abstract

This work shows the results of a teaching-learning sequence applied to the concept of the nature of science and technology implemented on manufacturing technology engineering students at Autonomous University of Baja California, Mexico, during the academic period 2012-2013. The sequence was implemented to the course of Applied Human Values, on which students ponder and debate on principles of science and technology; taking as main objective to identity student beliefs on ethics, and values and assumptions of science. The Methodological design is quasi-experimental, pre-post-test without controlling group. The study allows identifying a slight improvement in the engineering student beliefs about the aspects of science, technology and society that are being evaluated.

Keywords

Engineering Students, Instructional Sequence, STS Aspects, Values

Share and Cite:

Oliveros, M. , García, A. and Valdez, B. (2015) Evaluation of a Teaching Sequence Regarding Science, Technology and Society Values in Higher Education. Creative Education, 6, 1768-1775. doi: 10.4236/ce.2015.616179.

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1]	Acevedo, J. A. (2008). The Current State of the Nature of Science in Science Education. Eureka Magazine Teaching and Dissemination of Sciences, 5, 134-169.
[2]	Aikenhead, G. S., & Alan, G. R. (1992). The Development of a New Instrument: “Views on Science-Technology-Society” (VOSTS). Science Education, 76, 477-491. http://dx.doi.org/10.1002/sce.3730760503
[3]	ANUIES (2006). Consolidation and Advancement of the Higher Education in Mexico. Crucial Topics on the Agenda. National Association of Universities of Higher Education, Universidad Autónoma de México.
[4]	Bennàssar, A., Vázquez, &AACUTE;., Manassero, M., & García, A. (2010). Science, Technology and Society in Latin America: An Assessment of the Understanding of the Nature of Science and Technology. OEI Center of University High Studies. http://www.oei.es/salactsi/DOCUMENTO5vf.pdf
[5]	Crede, A., & Mansell, R. (1998). Knowledge Societies. In a Nutshell: Information Technologies for Sustainable Development. Ottawa: IDRC.
[6]	De Allende, D., & Gallardo (1998). Higher Education in Mexico and in the Developing Countries from the Perspective of International Organizations. Mexico: Collection Documents ANUIES 16:378.
[7]	Godinas, L. (2001). Building Knowledge Societies: New Challenges for Higher Education. Executive Summary Extracted from the World Bank Report. Educational Profiles, 23, 98-113.
[8]	Hargreaves, D. (2003). Teachers, Culture and Postmodernism. Times Change, Change Teachers. Madrid: Editions MORATA, S.L.
[9]	Lederman, N. G. (1992). Students’ and Teachers’ Conceptions of the Science: A Review of the Research. Journal of Research in Science Teaching, 29, 331-359. http://dx.doi.org/10.1002/tea.3660290404
[10]	Leydesdorff, L., & Etzkowitz, H. (2001). The Transformation of University-Industry-Government Relations. Electronic Journal of Sociology, 5, 338-344.
[11]	Lyotard, J. F. (1995). The Postmodern Condition. Mexico: Latin American Publishing Network.
[12]	Manassero, M. A., & Vázquez, &AACUTE;. (2001). Tools and Methods for Evaluating the Attitudes Related to Science, Technology and Society. Science Education, 20, 15-27.
[13]	McComas, W. (2002). The Role and Character of the Nature of Science in Science Education. Science & Education, 7, 511-532. http://dx.doi.org/10.1023/A:1008642510402
[14]	National Academy of Engineering (2004). The Engineer of 2020: Visions of Engineering in the New Century (pp. 54-60). Washington DC: National Academies Press.
[15]	National Academy of Engineering (2005). Educating the Engineer of 2020: Adapting Engineering Education to the New Century (pp. 60-72). Washington DC: National Academies Press.
[16]	National Academy of Engineering (2009). Ethics Education and Scientific and Engineering Research (pp. 84-93). Washington DC: National Academies Press.
[17]	National Academy of Engineering (2014). Importance of Engineering Talent to the Prosperity and Security of the Nation (pp. 35-42). Washington DC: National Academies Press.
[18]	National Council of Science and Technology. CONACYT. http://www.conacyt.mx/
[19]	Oliveros, M. A., Valdez, B., Vargas, L., & Sevilla, J. (2013). Conception of Science, Technology and Society of Engineering Students from Two Institutions of Higher Education within Education Ministry Common Space. Iberoamerican Magazine for Research and Educational Development, 10, 1-7.
[20]	Organization for Economic Cooperation and Development. http://www.oecd.org/
[21]	Orozco, B. (2009). Competencies and Curriculum: A Tense and Complex Relationship. Proceedings of the X Mexican Congress of Educational Research, Veracruz.
[22]	UNESCO (1998). World Declaration on Higher Education in the XXI Century. http://unesco.org
[23]	UNESCO (2005). Toward Knowledge Societies. Paris: UNESCO. http://unesdoc.unesco.org/images/0014/001419/141908s.pdf
[24]	Vázquez, &AACUTE;., & Manassero, M. (1999). Response and Scoring Models or the Views on Science-Technology-Society Instrument. International Journal of Science education, 21, 231-247. http://dx.doi.org/10.1080/095006999290679
[25]	Vázquez, &AACUTE;., & Manassero, M. (2012). The Selection of Content to Teach the Nature of Science and Technology. Part 1: A Review of the Contributions of Educational Research. Eureka Magazine on Teaching and Dissemination of Sciences, 9, 2-31.
[26]	Vázquez, &AACUTE;., Acevedo, A., & Manassero, M. (2004). Consensus about the Nature of Science: Evidence and Implications for Teaching. Iberoamerican Magazine. http://www.rieoei.org/deloslectores/702