Physics Education and STSE: Perspectives From the Literature
Abstract
Science, technology, society, and environment (STSE) education has recently received attention in educational research, policy, and science curricular development. Fewer strides have been made in examining the connections between STSE education and learning/teaching physics. Examples of moving STSE theory into practice within a physics classroom can be found in the educational literature and are alluded to the physics literature. This article examines the literature on connecting STSE to physics and attempting to find relevancy for students learning the science from educationalists’ and physicists’ perspectives.
References
Abell, S. K., Smith, D. C., & Volkmann, M. J. (2006). Inquiry in science teacher education. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education. Science & Technology Education Library, Vol. 25 (pp. 173–200). Dordrecht, the Netherlands: Springer.
Aikenhead, G. S. (1994). What is STS teaching? In J. A. Solomon & G. Aikenhead (Eds.), STS education: International perspectives on reform (pp. 47–59). New York, NY: Teachers College Press.
Aikenhead, G. S. (2003). Chemistry and physics instruction: Integration, ideologies, and choices. Chemical Education: Research and Practices, 4(2), 115–130.
Aikenhead, G. S. (2005). Research into STS science education. Educacion Quimica, 16, 384–397.
Akarsu, B. (2010). Science education research vs. physics education research: A structural comparison. European Journal of Physics Education, 1, 13-19.
Alsop, S., & Pedretti, E. (2001). Science, technology and society. In S. Alsop & K. Hickes (Eds.), Teaching science (pp. 193–208). London, UK: Kogan Page.
Alsop, S., & Watts, M. (2000). Facts and feelings: Exploring the affective domain in the learning of physics. Physics Education, 35(2), 132–138.
Beichner, R. J. (2009). An introduction to physics education research. Retrieved from http://www.per-central.org/document/ServeFile.cfm?ID=8806
Bloom, J. W. (2006). Creating a community of young scientists (2nd ed.). New York, NY: Trifolium Books.
Brickhouse, N. W. (2001). Embodying science: A feminist perspective on learning. Journal of Research in Science Teaching, 38(3), 282–295.
Bybee, R. W. (1993). Reforming science education. New York, NY: Teachers College Press.
Bybee, R. W. (2006). Scientific inquiry and science teaching. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education. Science & Technology Education Library, Vol. 25 (pp. 1–15). Dordrecht, the Netherlands: Springer.
DeBoer, G. E. (1991). A history of ideas in science education: implications for practice. New York, NY: Teachers College Press.
DeBoer, G. E. (2006). Historical perspectives on inquiry teaching in schools. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education. Science & Technology Education Library, Vol. 25 (pp. 17–37). Dordrecht, the Netherlands: Springer.
Etkina, E. (2005). Physics teacher preparation: Dreams and reality. Journal of Physics Teacher Education On-line, 3(2), 3–9.
Forbes, C. T., & Davis, E. A. (2008). Exploring preservice elementary teachers’ critique and adaption of science curriculum materials in respect to socioscientific issues. Science and Education, 17(8–9), 829–854.
Franz, J. (2010). Improving K–12 science education. American Physical Society, 19(7). Retrieved from: http://www.aps.org/publications/apsnews/201007/backpage.cfm
Harrison, D. (2010). An introduction to physics education research. Retrieved from: http://www.upscale.utoronto.ca/PVB/Harrison/PER_Intro/PER_Intro.html
Hart, C. (2001). Examining relations of power in a process of curriculum change: The case of VCE physics. Research in Science Education, 31, 525–551.
Hawkes, B., & O’Meara, J. (2005). Physics education in Canada. Retrieved from http://www.cap.ca/pic/Archives/61.2(2005)/editorial.html
Hillel, J. (2005). Physics education research: A comprehensive study. Toronto, ON: University of Toronto.
Hodson, D. (1998). Teaching and learning science: Towards a personalized approach. Philadelphia, PA: Open University Press.
Holubova, R. (2005). Environmental physics: Motivation in physics teaching and learning. Journal of Physics Teacher Education On-line, 3(1), 17–20.
Knight, R. (2004). Five easy lessons: Strategies for successful physics teaching (1st ed.). Toronto, ON: Addison Wesley.
Kortland, J. (2005). Physics in personal, social and scientific contexts: A retrospective view on the Dutch physics curriculum development project PLON. In P. Nentwig & D. Waddington (Eds.), Making it relevant: Context based learning of science (pp. 67–89). Munster, Germany: Waxmann.
Lawrenz, F. & Kipnis, N. (1990). Hands-on history of physics. Journal of Science Teacher Education, 1(3), pp. 54–59.
Lederman, J. S.,& Stefanich, G. P. (2006). Addressing disabilities in the context of inquiry and nature of science instruction. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education. Science & Technology Education Library, Vol. 25 (pp. 55–75). Dordrecht, the Netherlands: Springer.
Lederman, N. G., & Lederman, J. S. (2004). Revisioning instruction to teach nature of science. The Science Teacher, 39. Retrieved from
http://www.nsta.org/main/news/stories /science_teacher.php?news_story_ID=49932&print
Leonard, W. J., Dufresne, R. J., & Mestre, J. P. (1996). Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems. American Journal of Physics, 62(12), 1495–1503.
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.
Magnusson, S. J., Palincsar, A. S., & Templin, M. (2006). Commuity, culture, and conversation in inquiry based science instruction. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education. Science & Technology Education Library, Vol. 25 (pp. 131–157). Dordrecht, the Netherlands: Springer.
Maloney, D. P. (1994). Research on problem solving: Physics. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (p. 598). New York, NY: Macmillan.
McDermott, L. C. (1991). Millikan Lecture 1990: What we teach and what is learned—closing the gap. American Journal of Physics, 69(11), 301–315.
McDermott, L. C. (1998). Research in physics education. APS News, 7(1), 8.
McDermott, L. C. (2001). Oersted Medal Lecture 2001: Physics education research—the key to student learning. American Journal of Physics, 69(11), 1127–1137.
McDermott, L. C. (2006). Preparing K–12 teachers in physics: Insights from history, experience, and research. American Journal of Physics, 74(9), 748–762.
McDermott, L. C., & Redish, E. F. (1999). Resource Letter: PER-1: Physics education research. American Journal of Physics, 67(9), 755–767.
McLean, L. D. (1987). Teaching and learning physics in Ontario in the senior division. Toronto, ON: Ontario Assessment Instrument Pool.
Metz, K. E. (2006). The knowledge building enterprises in science and elementary school science classrooms. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education. Science & Technology Education Library, Vol. 25 (pp. 105–131). Dordrecht, the Netherlands: Springer.
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.
Natural Sciences and Engineering Research Council (NSERC). (2011). Discovery grants program. Retrieved from http://www.nserc-crsng.gc.ca/Professors-Professeurs/Grants- Subs/DGIGP-PSIGP_eng.asp
Novodvorsky, I. (2006). Shifts in beliefs and thinking of beginning physics teacher. Journal of Physics Teacher Education On-line, 3(3), 11–17.
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. (2005). STSE education: Principles and practices. In S. Alsop, L. Bencze & E. Pedretti (Eds.), Analysing exemplary science teaching: Theoretical lenses and a spectrum of possibilities for practice (pp. 116–126). London, UK: Open University Press.
Pedretti, E., Bencze, L., Hewitt, J., Romkey, L. & Jivraj, A. (2008). Promoting issued-based STSE perspectives in science teacher education: Problems of identity and ideology. Science and Education, 17(8–9), 941–960.
Redish, E. F. (2003). Teaching physics with physics suite. Hoboken, NJ: Wiley.
Rubba, P. (1991). Integrating STS into school science and teacher education: Beyond awareness. Theory Into Practice, 30(4), 303–308.
Saul, J. M. (1998). Beyond problem solving: Evaluating introductory physics courses through the hidden curriculum (Unpublished doctoral dissertation). University of Maryland, College Park.
Schwartz, R. S., & Lederman, N. G. (2002). “It’s the nature of the beast”: The influence of knowledge and intentions on learning and teaching nature of science. Journal of Research in Science Teaching, 39, 205–236.
Sherman, A., & MacDonald, L. (2007). Pre-service teachers’ experiences with a science education module. Journal of Science Teacher Education, 18, 525–541.
Shipman, H. L. (2006). Inquiry learning in college classrooms: For the times, they are, a changing. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education. Science & Technology Education Library, Vol. 25 (pp. 357–389). Dordrecht, the Netherlands: Springer.
Stigler, J. W.,& Hiebert, J. (1999). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. New York, NY: Free Press.
Tobin, K., Tippins, D.J., & Gallard, A. J. (1994). Research on instructional strategies for teaching science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (Ch. 2). New York, NY: National Science Teachers Association.
van Aalst, J. (2000). An introduction to physics education research. Canadian Journal of Physics, 78(1), 57–71.
van Aalst, J. (2005). Critical details” and physics teaching. Canadian Journal of Science, Mathematics and Technology Education, 5(3), 417–422.
Viennot, L. (2003). Teaching physics. Dordrecht, the Netherlands: Kluwer Academic.
Wallace, J. & Louden, J. (2000). Teachers' learning: Stories of science education. Science & Technology Education Library, Vol.7. Dordrecht, the Netherlands: Kluwer Academic.
Waltner, C., Wiesner, H., & Rachel, A. (2007). Physics in context: A means to encourage student interest in physics. Physics Education, 42(5), 502–507.
Wenning, C. J. (2007). A physics teacher candidate knowledge base. Journal of Physics Teacher Education On-line, 4(3), 13–16.
Wieman, C., & Perkins, K. (2005, November). Transforming physics education. Physics Today, 36–41.
Yoon, S., Pedretti, E., Bencze, L., Hewitt, J., Perris, K., & van Oostveen, R. (2006). Exploring the use of cases and case methods in influencing elementary preservice science teachers’ self-efficacy beliefs. Journal of Science Teacher Education, 17, 15–35.
Zohar, A. (2005). Physics teachers’ knowledge and beliefs regarding girls’ low participation rates in advanced physics classes. International Journal of Science Education, 27(1), 61–77.
Aikenhead, G. S. (1994). What is STS teaching? In J. A. Solomon & G. Aikenhead (Eds.), STS education: International perspectives on reform (pp. 47–59). New York, NY: Teachers College Press.
Aikenhead, G. S. (2003). Chemistry and physics instruction: Integration, ideologies, and choices. Chemical Education: Research and Practices, 4(2), 115–130.
Aikenhead, G. S. (2005). Research into STS science education. Educacion Quimica, 16, 384–397.
Akarsu, B. (2010). Science education research vs. physics education research: A structural comparison. European Journal of Physics Education, 1, 13-19.
Alsop, S., & Pedretti, E. (2001). Science, technology and society. In S. Alsop & K. Hickes (Eds.), Teaching science (pp. 193–208). London, UK: Kogan Page.
Alsop, S., & Watts, M. (2000). Facts and feelings: Exploring the affective domain in the learning of physics. Physics Education, 35(2), 132–138.
Beichner, R. J. (2009). An introduction to physics education research. Retrieved from http://www.per-central.org/document/ServeFile.cfm?ID=8806
Bloom, J. W. (2006). Creating a community of young scientists (2nd ed.). New York, NY: Trifolium Books.
Brickhouse, N. W. (2001). Embodying science: A feminist perspective on learning. Journal of Research in Science Teaching, 38(3), 282–295.
Bybee, R. W. (1993). Reforming science education. New York, NY: Teachers College Press.
Bybee, R. W. (2006). Scientific inquiry and science teaching. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education. Science & Technology Education Library, Vol. 25 (pp. 1–15). Dordrecht, the Netherlands: Springer.
DeBoer, G. E. (1991). A history of ideas in science education: implications for practice. New York, NY: Teachers College Press.
DeBoer, G. E. (2006). Historical perspectives on inquiry teaching in schools. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education. Science & Technology Education Library, Vol. 25 (pp. 17–37). Dordrecht, the Netherlands: Springer.
Etkina, E. (2005). Physics teacher preparation: Dreams and reality. Journal of Physics Teacher Education On-line, 3(2), 3–9.
Forbes, C. T., & Davis, E. A. (2008). Exploring preservice elementary teachers’ critique and adaption of science curriculum materials in respect to socioscientific issues. Science and Education, 17(8–9), 829–854.
Franz, J. (2010). Improving K–12 science education. American Physical Society, 19(7). Retrieved from: http://www.aps.org/publications/apsnews/201007/backpage.cfm
Harrison, D. (2010). An introduction to physics education research. Retrieved from: http://www.upscale.utoronto.ca/PVB/Harrison/PER_Intro/PER_Intro.html
Hart, C. (2001). Examining relations of power in a process of curriculum change: The case of VCE physics. Research in Science Education, 31, 525–551.
Hawkes, B., & O’Meara, J. (2005). Physics education in Canada. Retrieved from http://www.cap.ca/pic/Archives/61.2(2005)/editorial.html
Hillel, J. (2005). Physics education research: A comprehensive study. Toronto, ON: University of Toronto.
Hodson, D. (1998). Teaching and learning science: Towards a personalized approach. Philadelphia, PA: Open University Press.
Holubova, R. (2005). Environmental physics: Motivation in physics teaching and learning. Journal of Physics Teacher Education On-line, 3(1), 17–20.
Knight, R. (2004). Five easy lessons: Strategies for successful physics teaching (1st ed.). Toronto, ON: Addison Wesley.
Kortland, J. (2005). Physics in personal, social and scientific contexts: A retrospective view on the Dutch physics curriculum development project PLON. In P. Nentwig & D. Waddington (Eds.), Making it relevant: Context based learning of science (pp. 67–89). Munster, Germany: Waxmann.
Lawrenz, F. & Kipnis, N. (1990). Hands-on history of physics. Journal of Science Teacher Education, 1(3), pp. 54–59.
Lederman, J. S.,& Stefanich, G. P. (2006). Addressing disabilities in the context of inquiry and nature of science instruction. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education. Science & Technology Education Library, Vol. 25 (pp. 55–75). Dordrecht, the Netherlands: Springer.
Lederman, N. G., & Lederman, J. S. (2004). Revisioning instruction to teach nature of science. The Science Teacher, 39. Retrieved from
http://www.nsta.org/main/news/stories /science_teacher.php?news_story_ID=49932&print
Leonard, W. J., Dufresne, R. J., & Mestre, J. P. (1996). Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems. American Journal of Physics, 62(12), 1495–1503.
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.
Magnusson, S. J., Palincsar, A. S., & Templin, M. (2006). Commuity, culture, and conversation in inquiry based science instruction. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education. Science & Technology Education Library, Vol. 25 (pp. 131–157). Dordrecht, the Netherlands: Springer.
Maloney, D. P. (1994). Research on problem solving: Physics. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (p. 598). New York, NY: Macmillan.
McDermott, L. C. (1991). Millikan Lecture 1990: What we teach and what is learned—closing the gap. American Journal of Physics, 69(11), 301–315.
McDermott, L. C. (1998). Research in physics education. APS News, 7(1), 8.
McDermott, L. C. (2001). Oersted Medal Lecture 2001: Physics education research—the key to student learning. American Journal of Physics, 69(11), 1127–1137.
McDermott, L. C. (2006). Preparing K–12 teachers in physics: Insights from history, experience, and research. American Journal of Physics, 74(9), 748–762.
McDermott, L. C., & Redish, E. F. (1999). Resource Letter: PER-1: Physics education research. American Journal of Physics, 67(9), 755–767.
McLean, L. D. (1987). Teaching and learning physics in Ontario in the senior division. Toronto, ON: Ontario Assessment Instrument Pool.
Metz, K. E. (2006). The knowledge building enterprises in science and elementary school science classrooms. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education. Science & Technology Education Library, Vol. 25 (pp. 105–131). Dordrecht, the Netherlands: Springer.
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.
Natural Sciences and Engineering Research Council (NSERC). (2011). Discovery grants program. Retrieved from http://www.nserc-crsng.gc.ca/Professors-Professeurs/Grants- Subs/DGIGP-PSIGP_eng.asp
Novodvorsky, I. (2006). Shifts in beliefs and thinking of beginning physics teacher. Journal of Physics Teacher Education On-line, 3(3), 11–17.
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. (2005). STSE education: Principles and practices. In S. Alsop, L. Bencze & E. Pedretti (Eds.), Analysing exemplary science teaching: Theoretical lenses and a spectrum of possibilities for practice (pp. 116–126). London, UK: Open University Press.
Pedretti, E., Bencze, L., Hewitt, J., Romkey, L. & Jivraj, A. (2008). Promoting issued-based STSE perspectives in science teacher education: Problems of identity and ideology. Science and Education, 17(8–9), 941–960.
Redish, E. F. (2003). Teaching physics with physics suite. Hoboken, NJ: Wiley.
Rubba, P. (1991). Integrating STS into school science and teacher education: Beyond awareness. Theory Into Practice, 30(4), 303–308.
Saul, J. M. (1998). Beyond problem solving: Evaluating introductory physics courses through the hidden curriculum (Unpublished doctoral dissertation). University of Maryland, College Park.
Schwartz, R. S., & Lederman, N. G. (2002). “It’s the nature of the beast”: The influence of knowledge and intentions on learning and teaching nature of science. Journal of Research in Science Teaching, 39, 205–236.
Sherman, A., & MacDonald, L. (2007). Pre-service teachers’ experiences with a science education module. Journal of Science Teacher Education, 18, 525–541.
Shipman, H. L. (2006). Inquiry learning in college classrooms: For the times, they are, a changing. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education. Science & Technology Education Library, Vol. 25 (pp. 357–389). Dordrecht, the Netherlands: Springer.
Stigler, J. W.,& Hiebert, J. (1999). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. New York, NY: Free Press.
Tobin, K., Tippins, D.J., & Gallard, A. J. (1994). Research on instructional strategies for teaching science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (Ch. 2). New York, NY: National Science Teachers Association.
van Aalst, J. (2000). An introduction to physics education research. Canadian Journal of Physics, 78(1), 57–71.
van Aalst, J. (2005). Critical details” and physics teaching. Canadian Journal of Science, Mathematics and Technology Education, 5(3), 417–422.
Viennot, L. (2003). Teaching physics. Dordrecht, the Netherlands: Kluwer Academic.
Wallace, J. & Louden, J. (2000). Teachers' learning: Stories of science education. Science & Technology Education Library, Vol.7. Dordrecht, the Netherlands: Kluwer Academic.
Waltner, C., Wiesner, H., & Rachel, A. (2007). Physics in context: A means to encourage student interest in physics. Physics Education, 42(5), 502–507.
Wenning, C. J. (2007). A physics teacher candidate knowledge base. Journal of Physics Teacher Education On-line, 4(3), 13–16.
Wieman, C., & Perkins, K. (2005, November). Transforming physics education. Physics Today, 36–41.
Yoon, S., Pedretti, E., Bencze, L., Hewitt, J., Perris, K., & van Oostveen, R. (2006). Exploring the use of cases and case methods in influencing elementary preservice science teachers’ self-efficacy beliefs. Journal of Science Teacher Education, 17, 15–35.
Zohar, A. (2005). Physics teachers’ knowledge and beliefs regarding girls’ low participation rates in advanced physics classes. International Journal of Science Education, 27(1), 61–77.
Published
2017-02-28
How to Cite
MACLEOD, Katarin.
Physics Education and STSE: Perspectives From the Literature.
European Journal of Physics Education, [S.l.], v. 4, n. 4, p. 1-12, feb. 2017.
ISSN 1309-7202.
Available at: <https://eu-journal.org/index.php/EJPE/article/view/96>. Date accessed: 20 apr. 2024.
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