STS Interactions and the teaching of Physics and Chemistry

The absence of STS interactions in the usual teaching of science in Spain is analysed in this work. It goes on the proposal of introduction of STS interactions in Physics and Chemistry classes in conjunction with the teaching/learning model of science as investigation. ABSTRACT The absence of STS interactions and its consequences in the usual teaching of science in Spain is analysed in the first part of this work. (It goes on the proposal of introduction of STS interactions in Physics and Chemistry classes in conjunction with the teaching/learning model of science as investigation). When such interactions are not introduced, a wiew (of the science) remote from everyday reality and the ignorance of the relationships between science and technology is shown by the students. This leads them to a lack of interest in the study of Physics and Chemistry. Not only the absence of STS interactions in the textbooks contributes to an out of context view of the science but also, the fact that just a few teachers attach some importance to the teaching of all these aspects. In the second part of the article, the results obtained were taken from an experience carried out with students of the three last courses in the secondary levels (16-18 years). By using STS interactions activities in Physics and Chemistry classes significant improvements have been achieved. The students get to have a comprehensive knowledge and a more accurate view of these sciences and, moreover, they are able to understand they way scientists work. All this will help the students to improve their interest and attitude to the study of physics and chemistry. The results of this research highlight the possibility of bringing about changes in the materials used in physics and chemistry, with the introduction of STS interactions, so that the students may build scientific knowledge. Likewise, they will elaborate essential aspects which will affect the scientific activity and contribute to the depth and consolidation of their own knowledge.The absence of STS interactions and its consequences in the usual teaching of science in Spain is analysed in the first part of this work. (It goes on the proposal of introduction of STS interactions in Physics and Chemistry classes in conjunction with the teaching/learning model of science as investigation). When such interactions are not introduced, a wiew (of the science) remote from everyday reality and the ignorance of the relationships between science and technology is shown by the students. This leads them to a lack of interest in the study of Physics and Chemistry. Not only the absence of STS interactions in the textbooks contributes to an out of context view of the science but also, the fact that just a few teachers attach some importance to the teaching of all these aspects. In the second part of the article, the results obtained were taken from an experience carried out with students of the three last courses in the secondary levels (16-18 years). By using STS interactions activities in Physics and Chemistry classes significant improvements have been achieved. The students get to have a comprehensive knowledge and a more accurate view of these sciences and, moreover, they are able to understand they way scientists work. All this will help the students to improve their interest and attitude to the study of physics and chemistry. The results of this research highlight the possibility of bringing about changes in the materials used in physics and chemistry, with the introduction of STS interactions, so that the students may build scientific knowledge. Likewise, they will elaborate essential aspects which will affect the scientific activity and contribute to the depth and consolidation of their own knowledge.