The purpose of the study was to investigate the impact of Science, Technology, Society (STS) issue oriented science methods course on pre-service teachers' views and perceptions toward STS issues and instruction as well as their levels of environmental literacy. The STS issue oriented curriculum was designed to help pre-service teachers improve their knowledge, perceptions, and attitudes toward STS issues. A mixed methodology design was utilized in this study with a sample of 93 elementary pre-service teachers. The quantitative segment of the study employed a quasi-experimental pretest-posttest design incorporating a treatment and a comparison group. The qualitative component included both the observation data and interview data collected shortly after the completion of the pre and post-surveys. The quantitative and qualitative data sets were used in conjunction to present a comparative case study where the outcomes for the two groups (comparison and treatment) were compared. The sample consisted of four sections of an elementary science methods class, two of which received the experimental treatment while the other two sections received the comparison treatment for 16 weeks. A pretest on variables of environmental literacy, STS views, and STS teaching views was administered to all subjects prior to the treatments to establish the equivalency of the two groups. A posttest was also administered to all subjects at the end of the semester. The experimental group outperformed the comparison group on all the aforementioned variables and a statistical significant difference was attained at the .05 level with respect to each variable. Furthermore, the results of pre and post interview data collected on environmental literacy, STS views, and STS teaching views further corroborated the quantitative data. The findings suggest that the STS issue focused program positively influenced pre-service teachers' level of environmental literacy as well as their perceptions and attitudes toward STS issues and instruction of such issues to elementary students. The findings of this study revealed that pre-service teachers gain considerably from an STS framework for teaching and learning.  

Aikenhead, G.S. (1990). Scientific/technological literacy, critical reasoning, classroom practice. In L. Philips & S. Norris (Eds.), Foundations of literacy policy in Canada (pp. 127-145). Calgary, Alberta: Detselig Enterprises Ltd.

Aikenhead, G.S. (1992). The integration of STS into science education. Theory into Practice, 31 (1), 27-35.

Aikenhead, G.S. (2003). STS Education: A rose by any other name. A Vision for Science Education: Responding to the World of Peter J. Fensham, Routledge Press, Canada.

Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckman (Eds.), Action control: From cognition to behavior (pp. 11-39). New York: Springer-Verlag.

Akcay, B. & Akcay H. (2015). Effectiveness of science-technology-society (STS) instruction on student understanding of the nature of science and attitudes toward science. International Journal of Education in Mathematics, Science and Technology, 3(1), 37-45.  

American Association for the Advancement of Science (AAAS) (1989). Science for All Americans. New York: Oxford University Press.

American Association for the Advancement of Science (AAAS) (1993) Benchmarks for Science Literacy. New York: Oxford University Press.

Amirshokoohi, A. (2010). Preservice elementary teachers’ understanding and attitude toward STS and environmental education: a field study. Science Educator. 19(1), 56-63.

Amirshokoohi, A., Kazempour, M. (2010). The Biodiversity Community Action Project: An STS Investigation. The American Biology Teacher. 72(5), 288-293.

Bakar, E., Bal, S., & Akcay, H. (2006). Preservice science teachers’ beliefs about science-technology and their implication in society. Eurasia Journal of Mathematics, Science and Technology Education, 2(3), 18 - 32.

Bandura, A. (1997). Self efficacy: The exercise of control. New York: W. H. Freeman.

Bettencourt, C., Lopes Velho, J. & Albergaria Almeida, P. (2011). Biology teachers' perceptions about Science-Technology-Society (STS) education. Procedia Social and Behavioral Sciences, 15, 3148-3152.

Ben-Chaim, D., Joffee, N., & Zoller, U. (1994). Empowerment of elementary school teachers to implement science curriculum reforms. School Science and Mathematics, 94 (7), 356-366.

Bodzin, A., Klein, B., & Weaver, S. (2010). The Inclusion of Environmental Education in Science Teacher Education. ASTE Series in Science Education. Dordrecht, Netherlands: Springer.  

Bogdan, R.C. & Biklen, S.K. Qualitative Research in Education. Boston: Allyn & Baron, 1992.

Brunkhorst, H. & Andrews, M. (1996). STS: A Crossroads for Science Teacher Preparation and Development: In R. Yager (Ed.), Science/Technology/Society as Reform in Science Education. Albany, NY: SUNY Press.

Bybee, R. (1985). The sisyphean question in science education: What should the scientifically and technologically literate person know, value, and do - as a citizen: In R.W. Bybee (Ed.), Science, technology, society 1985 yearbook of the National Science Teachers Association (pp. 79-82). Washington, D.C.

Bybee, R. W. (1987). Teaching about science-technology-society (STS): Views of science educators in the United States.School Science and Mathematics, 87 (4), 274-285.

Bybee, R. W. (1993). Reforming science education: Social perspectives and personal reflections. New York: Teachers' College Press.

Bybee, R. (1997). Achieving scientific literacy. Portsmouth, NH: Heinemann.

Bybee, R. (2010). The Teaching of Science: 21st Century Perspectives. NSTA Press, Arlington.

Bybee, R., & DeBoer, G. E. (1994). Research on goals for the science curriculum. In D. L. Gabel (Ed). Handbook of Research on Science Teaching and Learning. New York, NY: Macmillan.

Cheek, D. (1992). Thinking constructively about science, technology and society education. Albany, NY: State University of New York Press.

Creswell, J. W. (2003). Research Design: Qualitative and quantitative approaches. Thousand Oaks, CA: SAGE Publications.

Cross, R. T.; Price, R. F. (1996). Science teachers' social conscience and the role of

controversial issues in the teaching of science. Journal of Research in Science Teaching, 33 (3), 319-333.

Czerniak, C. M., Lumpe, A., & Hanery, J. J. (1999). Relationship between teacher beliefs and science education reform: What are teachers' beliefs about thematic units? Journal of Science Teachers Education, 10, 123-145.

Czerniak, C., & Lumpe, A. T. (1996). Relationship between teacher beliefs and science education reform. Journal of Science Teacher Education, 7, 247-266.

Dass, P. M. (2005). Using a science/technology/society approach to prepare reform-

oriented science teachers: The case of a secondary science methods course. Issues in Teacher Education, 14(1), 95-108.

De Vore, P. (1987). Cultural paradigms and technological literacy. Bulletin of Science, Technology and Society, 7, 711-719.

DeBoer, G. (1991). A history of ideas in science education. New York: Teachers College Press.

DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37, 582-601.

Dewey, J. (1938). Experience in education. New York: Macmillan.

Disinger, J. F. (1993). Environment in the K-12 curriculum: An Overview. In R. J. Wilke (Ed.), Environmental Education: Teacher Resource Handbook. New York, NY: Kraus Informational Publications.

Driver, R. (1989). The construction of scientific knowledge in school classrooms. In Millar, R. (Ed.), Doing science: Images of science in science education, Falmer Press, Lewes, East Sussex, pp. 83-106.

Fleming, R. (1989). Literacy for a technological age. Science Education, 73 (4), 391-404.

Fleming, R. (1990). The artifact as text: Being literate in a technological society. In S.P. Norris & L.M. Phillips (Eds.).Foundations of literacy policy in Canada (pp. 53-69). Calgary: Detselig Enterprises Ltd.

Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of preservice teachers' professional perspectives. Teaching and Teacher Education, 4, 121-137.

Haney, J. J., Czerniak, C. M., & Lumpe, A. T. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33, 971-994.

Harlen, W. (Ed.).  (2001). Primary science…taking the plunge: How to teach primary science more effectively for ages 5 to 12 (2nd Ed.).  Portsmouth, NH: Heinemann.

Henning, M., & King, K.  (2005). Implementing STS curriculum: From university courses to elementary classrooms.  Bulletin of Science, Technology & Society, 25(3) 254-259.

Hurd, P. (1990). Historical and philosophical insights on scientific literacy. Bulletin of the Science, Technology, and Society, 10(3), 135.

ICSU, (1987). Science and technology education and future human needs. 1-9. London: Pergamon Press.

Jamuluddin, S. (1990). The effects of an STS course on selected variables associated with STS issue instruction and citizenship behavior in preservice elementary teachers. Unpublished doctoral dissertation, Southern Illinois University, Carbondale, IL.

Kumar, D. D., & Altschuld, J. W. (2000). Science, Technology, and Society: Policy implications. Bulletin of Science, Technology, & Society, 20(2), 133-138.

Lane, J., Wilke, R., Champeau, R., & Sivek, D. (1995). Strengths and weaknesses of teacher environmental education preparation in Wisconsin. The Journal of Environmental Education, 27 (1), 36-45.

Lewis, T. & Gagel, C. (1992). Technological literacy: A critical analysis. Journal of Curriculum Studies. 24 (2), 117-138.

Loving, C.C. (1991). The scientific theory profile: A philosophy of science model for science teachers. Journal of Research in Science Teaching, 28, 823-838.

Luft, J. A. (1999). Teachers' salient beliefs about a problem solving demonstration classroom in-service program. Journal of Research in Science Teaching, 36 (2), 141-158.

Lumpe, A. T., Haney, J. J., & Czerniak, C. M. (1998). Science teacher beliefs and intentions to implement science-technology-society (STS) in the classroom. Journal of Science Teacher Education, 9 (1), 1-24.

Lumpe, A. T., Haney, J. J., & Czerniak, C. M. (2000). Assessing teachers' beliefs about their science teaching context. Journal of Research in Science Teaching, 37 (3), 275-292.

Makki, N. (2008). A Naturalistic Inquiry into Preservice Teachers' Experiences with Science, Technology, and Society (STS) Curricular Approaches. (Electronic Thesis or Dissertation). Retrieved from https://etd.ohiolink.edu/

Massenzio, L (2001). Teacher beliefs about teaching science through science-technology society. Unpublished doctoral dissertation. Georgia State University, Atlanta, GA.

Maypole, J., & Davies, T. G. (2001). Students’ perceptions of constructivist learning in a community college American History II. Community College Review, 29(2), 54-80.

McKeown-Ice, R., Brayton, A., & May, T. (1995). Environmental education in the United States: A survey of pre-service teacher education programs. A paper presented at the North American Association for Environmental educators in Portland, ME.

Milson, A. J. & King, K. P. (2001). Investigating science-technology-society issues with prospective elementary school teachers. The International Social Studies Forum, 1 (2), 77-87.

Mitchener, C. P., & Anderson, R. D. (1989). Teachers' perspective: Developing and implementing an STS curriculum. Journal of Research in Science Teaching, 26 (40), 351-369.

Nashon, S., Nielsen, W. & Petrina, S. (2008). Whatever happened to STS? Pre-service physics teachers and the history of quantum mechanics. Science and Education. 17, 387–401.

National Science Teachers Association. (2010). Position statement on Science-technology-society: Teaching Science and Technology in the Context of
Societal and Personal Issues. Washington, D.C.: National Science Teachers Association.

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

Ngwidibah, L. N. (1997). The effects of an Environmental/Science-Technology-Societal issues curriculum on preservice teachers. Unpublished doctoral dissertation, Southern Illinois University, Carbondale, IL.

Nussbaum, J., & Novak, J.D. (1976). An assessment of children's concepts of the earth using structural interviews. Science Education, 60, 535-550.

Osborne, R., & Wittrock, M. (1985). The generative learning model and its implications for science education. Studies in Science Education, 12, 59-87.

Öztürk Akar, E., & Doğan, D. (2013). Turkish preservice teachers’ views of science-technology-society: Influence of a History of Science course. Journal of Baltic Science Education, 12(6), 793-802.

Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.

Pedersen, J. E. (1990). The effects of science, technology, and societal issues, implemented as a cooperative controversy, on attitudes toward science, anxiety toward science, problem solving perceptions, and achievements, in secondary science.Unpublished doctoral dissertation, University of Nebraska, Lincoln.

Pedersen, J & Turkmen, H. (2005). Pre-service Teachers’ Knowledge and Perceptions

of Social Issues. STS Today, the newsletter of the International Association for Science, Technology and Society. 17(2), 2-12.

Pedretti, E. (1992). Science, technology and society education in Ontario: 'Science in Society' from a teacher's perspective. In S. Hills (Ed.), Proceedings of the Second International Conference on the History and Philosophy of Science and Science Teaching. Kingston, Ontario, Canada: The Mathematics, Science, Technology and Teacher Education Group, Queen's University, 2, 245-255.

Pedretti, E. (1996). Learning about science, technology, and society (STS) through an action research project: Co-constructing an issues-based model for STS education. School Science and Mathematics, 96, (8), 432-440.

Pedretti, E. (1999). Decision making and STS education: Exploring scientific knowledge and social responsibility in schools and science centers through an issue based approach. School Science and Mathematics, 99 (4), 174-181.

Prakash, M.S. & Waks, L.J. (1985). Four conceptions of excellence. Teachers' College Record, 87, 79-101.

Ramsey, J. M., & Hungerford, H. R. (1989). So... you want to teach issues? Contemporary Education, 60 (3), 137-142.

Roberts, D. (1982). Scientific literacy: Towards balance in setting goals for science programs. Science Council of Canada.

Roth, C. E. (1992). Environmental literacy: Its roots, evolution and directions in the 1990s. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. # ED 348 235.

Rubba, P. A. (1991). Integrating STS into school science and teacher education: Beyond awareness. Theory into Practice, 30(4), 303-308.

Rubba, P. A., & Harkness, W. L. (1993). Examination of preservice and inservice secondary science teachers' beliefs about science-technology-society interaction. Science Education, 77 (4), 407-431.

Sadler, T. D., Amirshokoohi, A., Kazempour, M., & Allspaw, K. M. (2006). Socioscience and ethics in science classrooms: Teacher perspectives and strategies. Journal of Research in Science Teaching, 43 (4), 353-376.

Simmons, P.E., Emory, A., Carter, T. Coker, T., Finnegan, B., Crockett, D., et al. (1999). Beginning teachers: Beliefs and classroom actions. Journal of Research in Science Teaching 36(8), 930-954.

Stahl, N. N., & Stahl, R. J. (1995). Society and science: Decision-making episodes for exploring society, science, and technology. New York: Addison-Wesley Publishing Company.

Stapp, W. B. (1974). An instructional approach to environmental education (K-12) based on an action model. In J. Swan & W. B. Stapp (Eds). Environmental Education. New York, NY. J. Wiley and Sons.

Sweeny, A.E. (2001) Incorporating multicultural and science-technology-society issues into science teacher education courses: Successes, challenges and possibilities. Journal of Science Teacher Education. 12 (1) 1-28.

Van Der Valk, T. (1989). Waves or Particles? The cathode ray debate in the classroom. In R. Millar (Ed.) Doing science: Images of science in science education (pp. 160-179). New York: The Falmer Press.

Van Eijck, & Roth (2013). Imagination of Science in Education: From epics to novelization. Springer Netherlands.

Waks, L.J. (1986). Reflections on technological literacy. Bulletin of Science, Technology and Society, 6, 331-336.

Wilke, R., Hungerford, H. R., Volk, T. L., & Bluhm, W. J. (1995). The environmental literacy instrument Information Package.(7th Ed). Unpublished manuscript.

Yager, R. E. (1987). STS science teaching emphasizes problem solving. Curriculum Review, 38-41.

Yager, R. E. (1990). Science student teaching centers. Journal of Science Teacher Education, 1 (4), 61-65.

Yager, R. E. (1993). What research says to the science teacher, Vol. 7. Washington, DC: NSTA.

Yager, R. E., & Akcay, H. (2008). Comparison of learning outcomes in middle school science with an STS approach and a typical textbook dominated approach. Research in Middle Level Education, 31(7), 1-16.

Yager, R. E., Choi, A, Yager, S. O. & Akcay, H. (2009). Comparing science

learning among 4th, 5th, and 6th grade students: STS versus textbook-based

instruction. Journal of Elementary Science Education, 21(2), 15-24.

Yager, S., Lim, G., & Yager, R.E. (2006). The advantages of an STS approach over a typical textbook dominated approach in middle school science. School science and Mathematics, 106(5), 248-260.

 Yager, R. E., & Tamir, P. (1993). STS approach: Reasons, intentions, accomplishments, and outcomes. Science Education, 77(6), 637-658.

Yager, R. E., & Weld, J. D. (1999). Scope, sequence and coordination: The Iowa Project, a national reform effort in the USA.International Journal of Science Education, 21 (2), 169-194.

 Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issue education. Science Education, 89, 357-377.

Zoller, U., Dunn, S., Wild, R., & Beckett, P. (1991). Students' versus their teachers' beliefs and positions on science/technology/society oriented issues. International Journal of Science Education, 13, 25-36.