Lessons Learned in Pursuit of Lifelong Learning in Science, Technology, and Society
This case study aims to assess whether the course, Science, Technology, and Society, as part of the recent science education reforms in Philippine higher education, can foster science literacy and bring about lifelong learning in science, technology, and society. Five students, who were enrolled in...
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| Main Authors: | , , , |
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| Format: | text |
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Archīum Ateneo
2021
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| Subjects: | |
| Online Access: | https://archium.ateneo.edu/es-faculty-pubs/82 https://archium.ateneo.edu/cgi/viewcontent.cgi?article=1077&context=es-faculty-pubs |
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| Institution: | Ateneo De Manila University |
| Summary: | This case study aims to assess whether the course, Science, Technology, and Society, as part of the recent science education reforms in Philippine higher education, can foster science literacy and bring about lifelong learning in science, technology, and society. Five students, who were enrolled in Science, Technology, and Society during the first semester of the academic year 2018 to 2019 in an institution of Jesuit higher education in the Philippines, participated in a focus group discussion about their class experiences. Thematic analysis of verbatim transcript revealed that students were not confident in considering themselves literate about science after a semester of classes because of several concerns in the content and delivery of the course. Specifically, topics covered were not interdisciplinary as they should be, lacked depth, and were not relatable to students. Some teachers were inclined towards knowledge transmission and required more support for teaching that espouses student-centered learning. Teachers’ lack of motivation to teach the course was also noticeable among students and might have left a negative impression about the course. These findings can provide valuable insights into how efforts in reforming science education towards lifelong learning in science, technology, and society can be made better and effective using a constructive alignment of intended learning outcomes, teaching-learning activities, and assessment tasks. |
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