Teaching physics: the knowledge of the science, technology and society (STS) approach

Abstract

The objective of this study was to determine the level of knowledge that physics teachers possess regarding the Science, Technology, and Society (STS) approach. This approach, which links science, technology, and society, emerged in the 1970s with Actor-Network Theory (ANT), which posits that an actor never acts alone because many others, including people and things, must share in the action through mutual influence. Thus, a continuous cycle is established: physics contributes knowledge to technology, which in turn affects society, generating new knowledge. Therefore, STS fosters a scientific culture, promotes participation, focuses on practical applications, and analyzes social implications. It is an innovative approach to scientific and technological literacy, requiring trained and up-to-date teachers with a certain level of knowledge to provide contextualized physics instruction and enable students to achieve meaningful learning in the subject. Methodologically, it was a descriptive field investigation, in which a valid and reliable questionnaire (α= 0.81) was applied to a population of 15 teachers who teach Physics, 27% graduated in the area and 73% with a degree in mathematics. The results indicate that 7% of the teachers surveyed reported having in-depth knowledge regarding the promotion of a scientific culture and the applications of STS to everyday life. 33% stated they had read about certain aspects of STS, but most based their knowledge on what they had heard, or indicated a lack of knowledge altogether. It is concluded that the level of knowledge about STS and its benefits in physics education is limited; furthermore, few have taken the initiative to learn more about the topic.