The effect of science-technology-society teaching on students' attitudes toward science and certain aspects of creativity

Abstract

The purpose of the study was to examine the effectiveness of Science–Technology–Society approaches on student attitudes toward science and creativity. Seven Korean Physics teachers (two middle school and five high school) who participated in a 4‐week intensive summer Iowa Chautauqua Professional Development Program at the University of Iowa and their 591 students in 14‐class section were participants in this study. Students who were taught with Science–Technology–Society approaches showed significant improvement in the development not only of more positive attitudes toward science, but also of their creativity skills.