The Impact Using Science, Technology And Society Approach In Attitudes Of Tenth Grade Student Toward Physics Course And Their Immediate And Long-Term Achievement In Governmental Schools Belonging To The Directorate Of Education In Tulkarm Governorate

This study aimed at investigating the impact of using Science, Technology and Society approach in attitudes of tenth grade students toward physics course, and their immediate and long-term achievement in electric current-subject. The study attempted to answer the following three main questions: First: What is the impact of using (STS) approach in achievement of tenth grade students in physics in governmental schools belonging to the directorate of, education in Tulkarm governorate ? Second: What is the impact of using (STS) approach in attitudes of tenth grade students toward science course in governmental schools belonging to the directorate of education in Tulkarm governorate? Third: What is the impact of using (STS) approach in attitudes of tenth grade students toward science teacher in governmental school belonging to the directorate of education in Tulkarm governorate ? To answer the questions of the study and test its hypotheses, the researcher conducted this study on a sample consists of (124) males and females attending public schools belonging to the directorate of education in Tulkarm governorate. The students of the study were distributed into four sections in four different schools: two for males and two for females. Two sections, one for males and one for females, were chosen randomly and these two sections represented the experimental sections, the two sections were taught by using (STS) approach, whereas the other two sections were taught according to traditional method. A pre-knowledge test was administered to make sure the even between the two groups. An achievement test also administered in electric current subject, its heat and chemical effects. Referees checked reliability of the test and validity was calculated by using kuder Richardson Formula No. (20). its value was (0.94). A measurement of attitude toward science administered to measure students' attitudes toward science course and its teacher. Data were analyzed by using one and three ways analysis of variance on factor design (2 x 2 x 2) to test the study hypotheses Findings: * There were statistical significant differences at (α = 0.01) level in : achievement , attitudes toward science course, and attitudes toward science teacher of tenth grade students between experimental group and control group, in favor of experimental group which had used (STS) approach. * There were statistical significant differences at (α = 0.01) level between achievement mean of males and females, in favor of females in both groups. * There were no statistical significant differences at (α = 0.01) level between achievement mean of student-groups due to interaction between: teaching method and time , teaching method and sex , time and sex , and between teaching method, time, and sex. * There were no statistical significant differences at (α = 0.01) level between attitudes mean of males and females, toward science course, or toward science teacher. * There were no statistical significant differences at (α = 0.01) level between student-groups toward science course due to interaction between teaching method and sex. * There were statistical significant differences at (α = 0.01) level between student-groups toward science teacher due to interaction between teaching method and sex, in favor of females in experimental group. Based on these findings, the researcher recommends that curricula designers, educational supervision, trainers, teachers (both sexes) of physics use the (STS) approach for its active impact on the improvement of students' achievement and their attitudes toward science. He also calls for researchers to conduct further studies on other subjects in physics course and general science in general to make the benefit more wide spread.