Designing, implementing and evaluating a science-technology-society (STS) teaching resource package on air pollution

• Main Author: White, Margaret Dawn
• Format: Others
• Language: en
• Published: 2014
• Online Access: http://hdl.handle.net10539/14320

Curriculum change is accompanied by the need for new teaching materials. The proposed introduction of an optional topic: Air Pollution, in standard 9 physical science in South African schools in 1993, prompted the research into the design, implementation and evaluation of a teaching resource package for this topic. The controversy, uncertain consequences and interrelationship of science, technology and society that characterise many of the issues in an environmental topic like air pollution, presented an ideal opportunity for an STS (Science- Technology-Society) approach to be used in the resource materials. A trial implementation of the resource package was conducted in a sample of urban and rural schools. Valuable insights were gained with regard to the factors which impacted on the implementation of the resource package. At several schools the teaching materials were very successfully implemented. At other schools where the implementation did not proceed as planned, the outcomes provided rich feedback as to some of the complexities and realities of science classes in South African schools. The resource package was evaluated by • some experts from a range of disciplines • the teachers in the sample of schools selected o a comparison ofxr,e students’ responses to the administration of a Survey on Air Pollution as a pre- and posi-tes Favourable ratings of the resource package were provided by all the experts and most of the teachers. The administration of the Survey as a pre-test revealed that, in general, teachers and students were ill-informed about the topic. After using the resource materials, there was statistically significant improvement in students’ knowledge about air pollution. Students also became more aware of and concerned about air pollution; their outlook about some issues became more balanced and there was an improvement in students’ scientific literacy with regard to air pollution. The outcomes of this research into small-scale curriculum change are relevant as they • suggest ways of improving the poor scientific literacy of South African school students and citizens (as identified by the Human Sciences Research Council and the Foundation for Research Development). • warn that the vast curriculum changes in South African education, as proposed in Curriculum 2005, should be embarked upon with caution.