ljher Reading Tools

The STSE approach was used in teaching the environmental science course for nonscience students. Using activities derived from the local environment, a learning climate unique to the STSE approach was developed. Its influence was determined through the academic achievement, environmental science self-efficacy and sociopolitical perspective of the students. Quantitative and qualitative designs were used in the study. An experimental design using Solomon’s Four Group Design was used for the quantitative part, while observation and interview were used in the qualitative part. Effect on academic achievement was determined using two-way ANOVA on the posttest scores of four groups, while the effects on efficacy and sociocultural perspectives were determined through the t-test of weighted means derived from the answers to a questionnaire. Observation and focus group interview were used for qualitative analysis of lessons especially for environmental science self-efficacy and sociocultural perspectives. The STSE approach was found to be effective in improving the academic performance as well as the environmental science self-efficacy of the students. In the analysis of sociocultural perspectives, political and moral values are more dominant than the religious perspectives. However, there is no significant difference. The results of the study provide encouragement for all who want to depart from standard textbooks and course outlines

Key words - Science, Technology, Society and Environment