NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ891299
Record Type: Journal
Publication Date: 2010-Aug
Pages: 22
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1046-560X
Impact of the Knowledge and Beliefs of Egyptian Science Teachers in Integrating a STS Based Curriculum: A Sociocultural Perspective
Mansour, Nasser
Journal of Science Teacher Education, v21 n5 p513-534 Aug 2010
The failure of much curriculum innovation has been attributed to the neglect by innovators of teachers' perceptions. The purpose of this study was to investigate inservice science teachers views of integrating Science, Technology and Society (STS) issues into the science curriculum and identify the factors that influence their decisions concerning integrating STS issues (or not). The study used mixed methods (questionnaire and interviews) with Egyptian science teachers who teach science courses for 12- to 14-year-old students. The findings indicate that unless curriculum developers take account of teachers' beliefs and knowledge and the sociocultural factors that shape or influence those beliefs in designing and planning new STS curriculum materials, these materials are unlikely to be implemented according to their intended plan.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Egypt