An evaluation of the implementation of the Science-Technology and Society (STS) concept in Science Instruction in secondary schools in Zimbabwe

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DOI: 10.21522/TIJAR.2014.03.01.Art004

Authors : Fenton Ruparanganda


The study evaluated the implementation of the Science-Technology-Society (STS) concept during science instruction in secondary schools and the possible constraints to its implementation and the possible solutions the identified constraints.

The sample consisted of fifteen schools in Makoni District of Manicaland and involved all the Science Heads of department in the schools including five form four students per each sampled school. The total number of participants was ninety.

Data was collected using questionnaires, lesson observations and interviews. Results reflected great discrepancy between the intended and the actual implementation processes taking place in schools. The results show that the majority of the science teachers used the lecture method as opposed to the recommended child centered science teaching approaches. Half the numbers of the teachers are not well versed with the concept of STS. There is a critical shortage of science teachers. Lack of resources, staff development workshops and poor science infrastructure in schools are negatively affecting the implementation of science-technology-society education in the schools.


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